http://www.gires.org.uk/assets/Schools/harshrealities.pdf

I found this link. thought it interesting and informative.

Societal norms of gender expression—masculinity or femininity—
pervade American culture, on television, in advertising, at sporting
events and in school hallways nationwide. Children hear words like
“sissy” or “tomboy” or expressions like “you throw like a girl” from their
first days on the playground. Name-calling and bullying based on
gender expression are among the first forms of harassment that young
people learn and experience. And as transgender and gender nonconforming
students enter middle and high school, they can face far
harsher realities than name-calling, including harassment and physical
violence. Harsh Realities: The Experiences of Transgender Youth in
Our Nation’s Schools provides an in-depth account of the experiences
of transgender students.
Over the past decade, GLSEN has do***ented the experiences
of lesbian, gay, bisexual and transgender (LGBT) students with the
biennial National School Climate Survey (NSCS). These reports
repeatedly underscore the fact that LGBT students face highlevels
of victimization based on both sexual orientation and gender
expression, providing an overview of school climate for the LGBT
student population in general. GLSEN’s Research Department has
also undertaken in-depth examinations of the school experiences of
specific segments of the LGBT student community. Harsh Realities is
the newest addition to this important body of research, and is our first
report focused on the school experiences of transgender students.
This study illuminates the unique challenges faced by transgender
students, who often challenge societal norms of gender and can face
additional unique obstacles in school.
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Transgender students face much higher levels of harassment and
violence than LGB students. And these high levels of victimization
result in these students missing more school, receiving lower grades
and feeling isolated and not part of the school community. The report
also reveals that many of these students lack the school supports and
resources that have been shown to improve school climate for LGBT
students. Most of these students, for example, do not have access to a
Gay-Straight Alliance in school and most reported not having a school
or district anti-bullying or anti-harassment policy that specifically
includes protections based on sexual orientation and gender identity/
expression.
Amidst this dispiriting information, however, there are some
encouraging findings. In the face of such hostile climates, transgender
students can be resilient, as they more often talk to teachers about
LGBT issues and raise these issues in their classes than their nontransgender
LGB peers. Educators need to listen to and support these
students when they speak up.
Harsh Realities truly demonstrates the urgent need for educators,
policymakers and all who care about safe schools to address the
disproportionate victimization of transgender students in school
and to improve the knowledge and understanding of all members of
the school community about issues related to gender and gender
expression. This report also highlights the continued need for focused
research so that all of us committed to creating safer schools for all
students can more clearly understand the realities for specific student
populations. Such understanding is critical as we work toward the
development and implementation of effective policies, programs
and resources.

Eliza Byard, PhD
Executive Director
GLSEN