IV 
119TH CONGRESS 
1ST SESSION 
H. RES. 321 
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 9, 2025 
Mr. 
TAKANO
(for 
himself, 
Ms. 
MCCOLLUM, 
Ms. 
NORTON, 
Mr. 
KRISHNAMOORTHI, Ms. SA´NCHEZ, Mr. CARSON, Mr. SOTO, and Mr. 
JOHNSON of Georgia) submitted the following resolution; which was re-
ferred to the Committee on Education and Workforce 
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; 
Whereas K–12 schools must be safe and inclusive learning 
environments that include and affirm LGBTQI+ young 
people, especially those who are transgender, nonbinary, 
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•HRES 321 IH 
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 2025 to 2026 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 the 26 States that have enacted policies be-
tween 2021 and 2025 that prohibit transgender students 
from playing alongside their peers on school sports 
teams; and 
(2) in the 17 States that have enacted laws between 
2021 and 2025 that prevent transgender students from 
using the school bathroom or locker room that cor-
responds with their gender identity; 
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•HRES 321 IH 
Whereas GLSEN’s 2021 National School Climate Survey 
found that LGBTQI+ students who experienced dis-
crimination on the basis of their LGBTQI+ identity at 
school in the past year, including being prevented from 
using the restroom 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 belonging, and had higher levels of depression 
compared to LGBTQI+ students who had not experi-
enced similar discrimination; 
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 GLSEN’s 2021 National School Climate Survey 
found that, among LGBTQI+ students who said that 
they were considering dropping out of school, 31.4 per-
cent indicated that they were doing so because of the hos-
tile climate created by gendered school policies and prac-
tices; 
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 9 States that enacted laws between 2022 and 
2025 censoring instruction related to LGBTQI+ people; 
and 
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•HRES 321 IH 
(2) in 8 States that enacted laws between 2021 and 
2025 that treat instruction related to LGBTQI+ individ-
uals in history, science, the arts, or any academic class 
as a sensitive topic that requires 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 
moving out of Florida, and 16.5 percent have taken steps 
to move out of Florida because of the passage of the Pa-
rental Rights in Education Act by the State in 2022; 
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 the introduction 
of at least 35 bills in 18 States since the beginning of 
the 2025 legislative session that prohibit or create bar-
riers to the social affirmation of transgender and non-
binary students in schools, such as using a student’s cho-
sen name and pronouns, regardless of the risk to the stu-
dent’s safety, health, and well-being; 
Whereas 86 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 there were a reported 247 anti-LGBTQ hate crimes 
in schools in 2023; 
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•HRES 321 IH 
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; 
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 every State and territory are advocating for 
safe and inclusive learning environments that affirm 
LGBTQI+ young people, particularly those who are 
transgender, nonbinary, intersex, Black, Indigenous, peo-
ple 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 321 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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