As explored through the lens of school culture and change theory related to anti-gay bias, enacting appropriate protective policy serves as a primary agent of school culture change. One means to closely examine and address the issue of the ongoing victimization of LGBT students and the adults obliged to provide an equitable learning environment is through comprehensive public school policy that explicitly addresses bullying and harassment related to anti-gay bias. Research shows that comprehensive public school and district policies that define language to protect sexual minorities, sexual orientation, and gender identity can be effective in combating anti-gay bias, especially bullying and harassment (Cianciotto & Cahill, 2003).
Despite all the supporting data that state that LGBT students are harassed, victimized and face challenges in their learning environment (Centers for Disease Control and Prevention, 2011; Fetner & Kush, 2008; Gay, Lesbian and Straight Education Network, 2008; National GLBTQ Youth Foundation, 2010; Mayo, 2006; Ripski & Gregory, 2009), and despite evidence to support that a school with adult advocates and clear policy that embraces LGBT students is impactful (Biegel & Kuehl, 2010; Cianciotto & Cahill, 2003; Griffin
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Almost 20 years ago, Button et al. conducted case study research specifically seeking policy related to anti-gay bullying and harassment and subsequently received results from a national survey indicating that there existed a dearth of policy protections and program offerings related to student 's needs surrounding sexual orientation (Button et al., 1997). It was also found than one third of all districts studied offered any type of professional development training on the topic of sexual orientation to staff within the preceding five-year period (Button et al., 1997). Even more alarming was that fewer than one quarter of all districts studied had an existing anti-gay bullying and harassment policy in place (Button et