IV 
118TH CONGRESS 
2D SESSION 
H. RES. 1135 
Supporting the goals and ideals of the Rise Up for LGBTQI+ Youth in 
Schools Initiative, a call to action to communities across the country 
to demand equal educational opportunity, basic civil rights protections, 
and freedom from erasure for all students, particularly LGBTQI+ young 
people, in K–12 schools. 
IN THE HOUSE OF REPRESENTATIVES 
APRIL 11, 2024 
Mr. TAKANO (for himself, Ms. BALINT, Ms. BONAMICI, Mr. DAVIS of Illinois, 
Ms. GARCIA of Texas, Mr. GOTTHEIMER, Ms. MCCOLLUM, Mr. MCGOV-
ERN, Mr. MOULTON, Mr. NADLER, Ms. NORTON, Mr. POCAN, Ms. SALI-
NAS, Ms. SA´NCHEZ, Ms. TLAIB, Mr. TORRES of New York, Mrs. WATSON 
COLEMAN, and Ms. WILLIAMS of Georgia) submitted the following resolu-
tion; which was referred to the Committee on Education and the Work-
force 
RESOLUTION 
Supporting the goals and ideals of the Rise Up for 
LGBTQI+ Youth in Schools Initiative, a call to action 
to communities across the country to demand equal edu-
cational opportunity, basic civil rights protections, and 
freedom from erasure for all students, particularly 
LGBTQI+ young people, in K–12 schools. 
Whereas young people, teachers, school staff, families, and 
communities must be free from transphobia, homophobia, 
racism, sexism, and ableism in K–12 schools; 
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•HRES 1135 IH 
Whereas K–12 schools must be safe and inclusive learning 
environments that include and affirm LGBTQI+ young 
people, especially those who are transgender, nonbinary, 
intersex, Black, Indigenous, people of color, and people 
with disabilities and those who are from communities 
that experience marginalization; 
Whereas, for more than 2 decades, Congress has supported 
a resolution for a ‘‘National Day of Silence’’, and for a 
decade, Congress has supported a resolution for ‘‘No 
Name-Calling Week’’; 
Whereas advocates have designated 2024 to 2025 as a time 
for communities to support the Rise Up for LGBTQI+ 
Youth in Schools Initiative in support of LGBTQI+ 
young people in schools by building on the goals of ‘‘Na-
tional Day of (No) Silence’’ and ‘‘No Name-Calling 
Week’’ to create a sustained call to action to demand 
equal educational opportunities, basic civil rights protec-
tions, and freedom from erasure for all students; 
Whereas LGBTQI+ young people frequently experience bias- 
based bullying and harassment, discrimination, and puni-
tive discipline that increases the likelihood they will enter 
the school-to-prison pipeline; 
Whereas over 200 anti-LGBTQI+ education bills have been 
introduced each year in State legislatures across the 
country, the majority of which specifically target 
transgender and nonbinary young people, including— 
(1) in Idaho, where on March 30, 2020, Governor 
Brad Little signed the first bill into law barring 
transgender students from playing on the school sports 
teams that correspond with their gender identity; 
(2) in the 24 additional States that have enacted 
policies between 2021 and 2024 that prohibit transgender 
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•HRES 1135 IH 
students from playing alongside their peers on school 
sports teams; 
(3) in Tennessee in 2021, where Governor Bill Lee 
signed a bill that allows any student, parent, or employee 
to sue if they interact with a transgender person in a 
school bathroom or other facility; and 
(4) in the 10 States that have enacted laws between 
2021 and 2024 that prevent transgender students from 
using the school bathroom or locker room that cor-
responds with their gender identity; 
Whereas Gay, Lesbian and Straight Education Network’s 
2021 National School Climate Survey found that 
LGBTQI+ students who experienced discrimination on 
the basis of their LGBTQI+ identity at school in the 
past year, including being prevented from using the rest-
room that aligned with their gender identity and being 
barred from playing on the school sports team that 
aligned with their gender identity, were nearly 3 times as 
likely to have missed school in the past month, had lower 
grade point averages, reported lower feelings of school be-
longing, and had higher levels of depression compared to 
LGBTQI+ students who had not experienced similar dis-
crimination; 
Whereas LGBTQI+ young people are more likely than their 
non-LGBTQI+ peers to experience mental health con-
cerns, including stress, anxiety, and depression; 
Whereas nearly half of LGBTQI+ young people seriously 
considered suicide in the last year, a trend that increases 
among Indigenous, Black, and multiracial LGBTQI+ 
young people; 
Whereas the Gay, Lesbian and Straight Education Network’s 
2021 National School Climate Survey found that, among 
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•HRES 1135 IH 
LGBTQI+ students who said that they were considering 
dropping out of school, 31.4 percent indicated that they 
were doing so because of the hostile climate created by 
gendered school policies and practices; 
Whereas States have passed or attempted to pass legislation 
that erases or censors LGBTQI+ individuals, history, 
and contributions from classroom literature and cur-
ricula, including— 
(1) in Florida, where in March 2022, Governor Ron 
DeSantis signed House bill 1557 into law censoring in-
struction related to LGBTQI+ people, commonly re-
ferred to as the ‘‘Don’t Say LGBTQ+’’ law; 
(2) in the 6 additional States that enacted laws be-
tween 2022 and 2024 censoring instruction related to 
LGBTQI+ people; 
(3) in Arizona, where in May 2021, Governor Doug 
Ducey signed House bill 2035, which requires parental 
consent for a child to learn about topics such as the Su-
preme Court ruling in Obergefell v. Hodges, 576 U.S. 
644 (2015), that the fundamental right to marry is guar-
anteed to same-sex couples; and 
(4) in Arkansas, Florida, Montana, and Tennessee, 
which each enacted laws in 2021 that treat instruction 
related to LGBTQI+ individuals in history, science, the 
arts, or any academic class as a sensitive topic that re-
quires parental notification and allows parents to opt 
their child out of such instruction; 
Whereas these laws harm students and force families to con-
sider leaving their homes, as demonstrated in a Williams 
Institute report, which found that 56 percent of 
LGBTQI+ parents of students in Florida considered 
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•HRES 1135 IH 
moving out of Florida, and 16.5 percent have taken steps 
to move out of Florida because of House bill 1557; 
Whereas States have gone farther by specifically targeting 
transgender students and their families with policies that 
attack mental health counseling and gender-affirming 
care for transgender students, including— 
(1) in Texas, where in 2022, Governor Greg Abbott 
issued a directive to the Department of Family and Pro-
tective Services to investigate the parents of young people 
seeking gender-affirming care for child abuse, which pur-
ported to require school professionals to report parents 
who are supportive of their transgender child for inves-
tigation; and 
(2) the introduction of at least 55 bills in 22 States 
since the beginning of the 2024 legislative session that 
prohibit or create barriers to the social affirmation of 
transgender and nonbinary students in schools, such as 
using a student’s chosen name and pronouns, regardless 
of the risk to the student’s safety, health, and well-being; 
Whereas 85 percent of transgender and nonbinary young peo-
ple say that recent debates prompted by State legislation 
restricting the rights of transgender individuals have neg-
atively impacted their mental health; 
Whereas data provided by the Department of Justice show 
that reported anti-LGBTQ hate crimes in schools have 
increased from 145 reported incidents in 2019 to 251 re-
ported incidents in 2022; 
Whereas every young person must have equal educational op-
portunity and freedom from the fear that their basic civil 
and educational rights will be taken away from them; 
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•HRES 1135 IH 
Whereas young people who develop in positive school cli-
mates, free from bullying, harassment, and discrimina-
tion, report greater physical and psychological safety, 
greater mental well-being, and improved educational and 
life outcomes; 
Whereas positive school transformation must recognize that 
safety is too low of a bar and that all communities de-
serve to be acknowledged and affirmed in schools; 
Whereas students and families, educators, and community 
members in Arizona, Arkansas, Florida, Idaho, Montana, 
Tennessee, Texas, and in all States and territories are 
advocating for safe and inclusive learning environments 
that affirm LGBTQI+ young people, particularly those 
who are transgender, nonbinary, intersex, Black, Indige-
nous, people of color, and people with disabilities; 
Whereas affirming policies such as enumerated antibullying 
protections, gender neutral dress code guidelines, and in-
clusive learning practices are proven strategies to address 
hostile learning environments for all students; and 
Whereas we must all demand the best possible future for all 
young people in schools, particularly those who identify 
as LGBTQI+, without exception: Now, therefore, be it 
Resolved, That the House of Representatives— 
(1) supports the goals and ideals of the Rise Up 
for LGBTQI+ Youth in Schools Initiative in de-
manding the best possible future for all young peo-
ple in schools, particularly those who identify as 
LGBTQI+; 
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•HRES 1135 IH 
(2) recognizes the contributions of students and 
families, educators, and community members partici-
pating in the ‘‘National Day of (No) Silence’’, to 
draw attention to the bullying, harassment, assault, 
and discrimination faced by LGBTQI+ students; 
and 
(3) encourages each State, territory, and local-
ity to support the Rise Up for LGBTQI+ Youth in 
Schools Initiative and adopt laws and policies that 
prohibit bias-based victimization, exclusion, and era-
sure. 
Æ 
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