When Debra Chasnoff began making her 1996 documentary “It’s Elementary: Talking about Gay Issues in School,” she felt like she was speaking another language.
“People were like, ‘What are you talking about? These issues have nothing to do with children,’” Chasnoff says. Discussing the gay and lesbian community with kindergartners seemed shockingly scandalous. And although more than 10 years have passed since the film was released and subsequently used by dozens of educational organizations, this sentiment remains widespread.
That’s why Chasnoff, now executive director and senior producer for GroundSpark, a campaign organization that distributes documentary films about social injustices, re-released her award-winning film in March.
An estimated 5 to 9 percent of school-age children will grow up to identify as gay, lesbian, or bisexual. Additionally, an estimated 6 to 11 percent have a gay or lesbian parent or sibling, according to GroundSpark.
“It’s Elementary” and its new accompanying film, “It’s Still Elementary,” encourage schools to have age-appropriate discussions with elementary students that include awareness about gay and lesbian people, thereby promoting acceptance. The re-released film also comes with a 140-page guide with resources for educators.
Chasnoff spoke with ASBJ Intern Stacey Hollenbeck about “It’s Elementary” and the importance of preventing gay prejudice at a young age.
Why re-release “It’s Elementary” more than 10 years after its original release?
What we decided to do is to use this as an opportunity to take stock in how far we have come, and not come, in terms of success in schools in addressing anti-gay prejudice. We wanted to reflect on what we have done well and what we still need to do. We’re using this re-release as an opportunity for us to issue a call to action to everybody involved in school communities -- a renewed call to action to everyone about the role they can play in ensuring our schools are safe for everyone.
I think the level of awareness among people who have worked with youth in schools -- the level of awareness that there’s a problem -- has increased substantially. There are more than 3,000 gay and straight alliances in high schools in this country. And about a third of school districts in this country are providing some training to staff about the toll that anti-gay discrimination has on students. But the awareness is lower in middle and elementary schools. Overall, I think we have a very long way to go and that the majority of schools in this country are choosing to remain silent on this issue.
At what grade level do you feel schools should introduce students to the topic of gay and lesbian people?
I think it needs to begin in kindergarten and first grade. In every grade level there are very sound, age-appropriate ways to integrate an acknowledgment of gay and lesbian people in the curriculum. If you don’t start until kids are in high school or in middle school, by then they have absorbed all the negative information that’s floating around. Our task becomes unlearning prejudice. If we are teaching children early to respect and understand, our task becomes much easier.
What effects does anti-gay discrimination in school have on children?
Anti-gay name calling is one of the most prevalent forms of harassment on campuses. It totally interferes with kids doing their best at school academically. Children have said, “It’s really hard to concentrate on math when people are whispering ‘faggot’ in my ear.” Anti-gay prejudice is a way to control or demean people. It’s used on any kid you want to ostracize -- that’s the weapon children are using. It interferes with self-esteem and self-worth.
How can school boards and administrators encourage discussions about gay and lesbian issues?
There should be curriculum and school policy to address LGBT (lesbian, gay, bisexual, or transgendered) people, something teachers can refer to and rely on. Ideally, a school board would ensure there’s money to fund it because the cost to not do that can be really damaging. I think one of the most important things that get in the way of this happening is that teachers can be afraid of the potential negative reaction from some parents who, for whatever reason, feel this topic does not belong in schools. You have to be really good communicators to your parents about why you’re doing it and what is the content, so that people don’t get unnecessarily upset.
Do you feel schools underestimate the number of students affected by gay and lesbian issues?
That’s an understatement. I think it’s really easy for people to say, “I don’t have any gay kids in my class,” or, “Nobody in this school has gay parents.” They’re completely wrong. People can go to all kinds of creative lengths to hide that fact. There are students in every single class who are going to grow up to be gay, lesbian, or transgendered. They may not know it yet. But they’re here absorbing this information—learning it’s not a horrible thing. Every teacher wants to say, “I want my kids to feel good about themselves and that they are valued.” That includes kids who are going to grow up to be gay or lesbian.