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It highlights the need for consistent, inclusive survey and data collection across federal, state, and local levels to identify LGBTQ+ youth and address their needs. The brief outlines key survey design considerations for measuring sexual orientation and gender identity among secondary school students, emphasizing non-harmful wording, youth comprehension, and developmentally appropriate language.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-institute-considerations-for-measuring-sexual-orientation-and-gender-identity-in-surveys-of-secondary-school-students-research-brief/584740/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-institute-considerations-for-measuring-sexual-orientation-and-gender-identity-in-surveys-of-secondary-school-students-research-brief/584740.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is measuring sexual orientation and gender identity in youth surveys important?","Question",{"text":112,"@type":113},"It helps identify LGBTQ+ youth in data on school climate and negative experiences such as bullying, harassment, discrimination, and punitive discipline, enabling educators and policymakers to respond to their needs. Without these measures, gaps persist and schools cannot improve safety and inclusion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is a key principle for survey items so they do not harm or alienate LGBTQ+ youth?",{"text":117,"@type":113},"Use terminology currently used by LGBTQ+ youth and avoid outdated or stigmatizing framing, such as treating LGBTQ+ identities as “other.” Surveys should consider alternatives like “something not listed” or a write-in option.",{"name":119,"@type":110,"acceptedAnswer":120},"How should survey language be adapted for secondary school students?",{"text":121,"@type":113},"Items should use developmentally appropriate language that youth can understand, including clear definitions for concepts some non-LGBTQ+ youth may not know. Survey wording should also consider the population’s demographics and, when translations are used, ensure identity terms are culturally relevant rather than translated word-for-word.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584740,1792062167,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","RESEARCH INSTITUTE  \nCONSIDERATIONS FOR MEASURING SEXUAL ORIENTATION AND GENDER IDENTITY  \nIN SURVEYS OF SECONDARY SCHOOL STUDENTS  \nRESEARCH BRIEF  \n[glsen.org/Research](glsen.org/Research)  \nCONSIDERATIONS FOR MEASUREMENT | 2  \nOver 20 years of GLSEN Research has established that LGBTQ+ youth face hostile school climates in which they experience bullying, harassment, discrimination, and punitive discipline based on their sexual orientation and gender identity, and that these hostile school climates are related to negative educational outcomes.1 When schools are not safe for LGBTQ+ youth, they are denied equal access to the same education and opportunities that their peers who are not LGBTQ+ experience. This research also shows opportunities for K-12 learning communities to support LGBTQ+ youth in schools and to ensure they have the ability to fully participate in school and thrive.  \nIn order to further understand the experiences of LGBTQ+ youth, they must be identified in surveys and data at the federal, state, and local level. Being able to identify LGBTQ+ youth in data, particularly in surveys and research about school climate and negative school experiences, including bullying, harassment, discrimination, and punitive discipline, is critical to improving school experiences and creating school environments that are safe for everyone. When these questions are not included, educators, policymakers, and researchers are unable to address the needs of LGBTQ+ youth. This gap in our current understanding was emphasized in the 2022 National Academies of Sciences, Engineering, and Medicine (NASEM) report, which calls for consistent and inclusive collection of data on sexual orientation and gender identity in surveys, in addition to medical records, and other administrative records.2 Although the NASEM report focuses mostly on adult populations, recommendations include a call for more research on sexual orientation and gender identity measurement among youth population.  \nAlthough there is no one standard item for measuring sexual orientation or gender identity that is best for all situations and contexts involving youth, there are important considerations when designing surveys that can guide schools, local education agencies, state education agencies, and others toward measures of sexual orientation and gender identity that best meet their needs. This brief first discusses these considerations regarding sexual orientation and gender identity data collection in survey-based data collection. We discuss survey items that ask individuals to report their own sexual orientation and gender identity. For those interested in administrative data collection in schools and in other educational contexts, see GLSEN Policy’s brief on inclusive data collection. In the second part of this brief, we provide specific example items (which are referenced throughout the brief) for assessing sexual orientation and gender identity among youth.  \nConsiderations for Measurement  \nWhen deciding how to measure sexual orientation and gender identity among a general population of youth, it is important to consider the following:  \n• Items must not be harmful or alienating to LGBTQ+ youth.  \nEnsure that the terms you are using to describe sexual orientations and gender identities are the words currently being used by the LGBTQ+ youth community and are not outdated. For example,“homosexual” is viewed by many in the LGBTQ+ community as an outdated term. Additionally, surveys sometimes use “other” as a catch-all response option for LGBTQ+ identities. However, this positions these identities as “other” compared to “normal” sexual orientationsand gender identities. Consider replacing “other” with “something not listed” or allow youth to write in a response.  \n• Items must be understandable to all youth.  \nYouth who are not LGBTQ+ may not be familiar with specific terms that LGBTQ+ youth are familiar with. For example, LGBTQ+ youth may have a better understanding of","cbCaip144lfePIR6","https://ap.wps.com/l/cbCaip144lfePIR6","pdf",138801,13,"English","# Considerations for Measurement\n## Avoid Harmful or Alienating Items\n## Ensure Items Are Understandable to All Youth\n## Use Developmentally Appropriate Language\n## Distinguish Sexual Orientation and Gender Identity","[{\"question\":\"Why is measuring sexual orientation and gender identity in youth surveys important?\",\"answer\":\"It helps identify LGBTQ+ youth in data on school climate and negative experiences such as bullying, harassment, discrimination, and punitive discipline, enabling educators and policymakers to respond to their needs. Without these measures, gaps persist and schools cannot improve safety and inclusion.\"},{\"question\":\"What is a key principle for survey items so they do not harm or alienate LGBTQ+ youth?\",\"answer\":\"Use terminology currently used by LGBTQ+ youth and avoid outdated or stigmatizing framing, such as treating LGBTQ+ identities as “other.” Surveys should consider alternatives like “something not listed” or a write-in option.\"},{\"question\":\"How should survey language be adapted for secondary school students?\",\"answer\":\"Items should use developmentally appropriate language that youth can understand, including clear definitions for concepts some non-LGBTQ+ youth may not know. Survey wording should also consider the population’s demographics and, when translations are used, ensure identity terms are culturally relevant rather than translated word-for-word.\"}]","RESEARCH INSTITUTE - CONSIDERATIONS FOR MEASURING SEXUAL ORIENTATION AND GENDER IDENTITY IN SURVEYS OF SECONDARY SCHOOL STUDENTS - RESEARCH BRIEF | PDF",1792052130,33]