Elementary Resources

Why Begin in Elementary School?

Elementary-Resources-GLSEN-Banner

As an intentionally K-12 organization, we understand the importance of beginning conversations about LGBTQ people and families in elementary school.

Elementary-Resources-GLSEN-Inclusive-Schools

While many LGBTQ+-inclusive school supports begin in middle or high school, it is critical for elementary schools to establish a foundation of respect and understanding for all people.

These resources can help you bring LGBTQ+ visibility and inclusion to your classroom, school or district:

  • This resource on Elementary Visibility and Integration has best practices and recommendations to begin your advocacy 
  • Use the common-core standardized lessons from our Ready, Set, Respect! Toolkit to teach about bullying and bias, LGBTQ+ -inclusive family diversity, and challenging gender stereotypes. 
  • Reading the Rainbow: LGBTQ-Inclusive Literacy in the Elementary Classroom to see how other teachers have successfully implemented LGBTQ+ issues into their curriculum. 
  • We recommend these Four Support for LGBTQ+ - Inclusive Schools: Comprehensive Policies, Supportive Educators, GSAs Clubs, and Inclusive Curriculum. 
  • Our Gender Triangle Education Guide has helpful definitions and reflection questions for students or adults to think about gender identity and expression. 

GLSEN Rainbow Library Elementary Lesson Plans

All children deserve to see themselves in what they learn. Yet, according to GLSEN’s 2021 National School Climate Survey, less than 1 in 5 students said that they were taught an LGBTQ+ inclusive curriculum. LGBTQ+ youth of color are even less likely to see themselves represented in school books and lessons. When an inclusive curriculum is in place, LGBTQ+ students are less likely to feel unsafe because of their sexual orientation or gender expression, they have higher self-esteem and lower levels of depression, and they have higher GPAs.

GLSEN’s Rainbow Library English and Spanish lesson plans support educators to use Rainbow Library books in their instruction. Aligned to Common Core ELA Standards, Learning for Justice Social Justice Standards, and National Council for the Social Studies C3 Social Studies Standards, the lessons can be taught across a range of subjects (such as reading, humanities/social studies, or SEL), and connect to a variety of units and topics.

Seventeen of the below lessons are in English, and three are in Spanish. Each Spanish lesson plan has an English lesson counterpart, facilitating usage in bilingual/multilingual classrooms.

Additionally, each lesson has recommended accommodations and modifications, as well as other grades listed that the lesson can be adapted for.

If your school hasn’t requested a set of free Rainbow Library books from GLSEN yet, fill out this form here.

ACCESS LESSONS HERE

Kindergarten

  • Aim – Students will figure out characters’ feelings by noticing key details in the text and illustrations.
  • Common Core ELA Standard – RL. K.7 – With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • Learning For Justice Standard – DI.K-2.7 – I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.
  • C3 Social Studies Standard – D2.CIV.2.K-2 – Explain how all people, not just official leaders, play important roles in a community
  • Text & Author – One of a Kind Like Me by Laurin Mayeno
  • Enfoque – Los estudiantes descubrirán los sentimientos de los personajes al notar detalles clave en el texto y las ilustraciones.
  • SLA Estándar Common Core – RL. K.7 – Con sugerencias y apoyo, describen la relación entre las ilustraciones y el cuento en donde aparecen (por ejemplo: qué momento de un cuento representa la ilustración).
  • Estándar de la justicia social – DI.K-2.7 – Puedo describir algunas formas en las que soy similar y diferente de las personas que comparten mis identidades y de aquellas que tienen otras identidades.
  • C3 Estándar de los estudios sociales – D2.CIV.2.K-2 – Explicar cómo todas las personas, no sólo los líderes oficiales, desempeñan papeles importantes en una comunidad.
  • Texto y Autor – Único como yo por Laurin Mayeno
  • Aim – Students will discuss how characters are similar and different by noticing what they think, say, and do.
  • Common Core ELA Standard – RL. K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.”
  • Learning For Justice Standard – ID.K-2.1 – I know and like who I am and can talk about my family and myself and name some of my group identities.
  • C3 Social Studies Standard – N/A
  • Text & Author – What Are Your Words? by Katherine Locke

First Grade

  • Aim – Students will figure out how a character feels about something by noticing key details.
  • Common Core ELA Standard – RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • Learning For Justice Standard – ID.K-2.2 – I can talk about interesting and healthy ways that some people who share my group identities live their lives.
  • C3 Social Studies Standard – N/A
  • Text & Author – The Boy & The Bindi by Vivek Shraya

Second Grade

  • Aim – Students will explain how a person’s traits can help them become a leader.
  • Common Core ELA Standard – RL 2.3 Describe how characters in a story respond to major events and challenges.
  • Learning For Justice Standard – JU.K-2.15 – I know about people who helped stop unfairness and worked to make life better for many people.
  • C3 Social Studies Standard – D2.Civ.6.K-2. Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill leadership roles.
  • Text & Author – Sharice’s Big Voice: A Native Kid Becomes a Congresswoman by Sharice Davids & Nancy K. Mays
  • Aim – Students will ask and answer questions to understand how Aidan helps his family get ready for his new sibling.
  • Common Core ELA Standard – RL 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
    understanding of key details in a text.
  • Learning For Justice Standard – ID.K-2.5 – I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.
  • C3 Social Studies Standard – D2.CIV.2.K-2 Explain how all people, not just official leaders, play important roles in a community
  • Text & Author – When Aidan Became a Brother by Kyle Lukoff
  • Enfoque – Los estudiantes harán preguntas y las responderán para comprender cómo Aidan ayuda a su familia a prepararse para el nuevo bebé.
  • SLA Estándar Common Core – RL 2.1 – Formular y responder a preguntas como quién, qué, dónde, cuándo, por qué y cómo para demostrar comprensión de los detalles clave de un texto.
  • Estándar de la justicia social – ID.K-2.5 – Entiendo que la forma en que mi familia y yo hacemos las cosas es igual y diferente a la forma en que otras personas hacen las cosas, y me interesan ambas.
  • C3 Estándar de los estudios sociales – D2.CIV.2.K-2 – Explicar cómo todas las personas, no solo los líderes oficiales, desempeñan papeles importantes en una comunidad.
  • Texto y Autor – Cómo Aidan llegó a ser un hermano por Kyle Lukoff

Third Grade

  • Aim – Students will recount a story about a boy who learns to take part in a Mexican tradition, the serenata.
  • Common Core ELA Standard – RL.3.2 – Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
  • Learning For Justice Standard – DI.3-5.6 – I like knowing people who are like me and different from me, and I treat each person with respect.
  • C3 Social Studies Standard – D2.Civ.6.3-5 – Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
  • Text & Author – When We Love Someone, We Sing to Them by Ernesto Javier Martínez
  • Enfoque – Los estudiantes recontarán una historia sobre un niño que aprende a participar en una tradición mexicana, la serenata.
  • SLA Estándar Common Core – RL.3.2 – Contar historias, incluidas fábulas, cuentos populares y mitos de diversas culturas; determinar el mensaje, lección o moraleja central y explicar cómo se transmite a través de detalles clave en el texto.
  • Estándar de la justicia social – DI.3-5.6 – Me gusta conocer personas como yo y diferentes a mí, y trato a cada persona con respeto.
  • C3 Estándar de los estudios sociales – D2.Civ.6.3-5 – Describir las formas en que las personas se benefician y enfrentan el desafío de trabajar juntas, incluso a través del gobierno, los lugares de trabajo, las organizaciones voluntarias y las familias.
  • Texto y Autor – Cuando Amamos Cantamos por Ernesto Javier Martínez
  • Aim – Students will use key details to ask and answer questions about Bayard Rustin and the ways others treated him.
  • Common Core ELA Standard – RI.3.2 – Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • Learning For Justice Standard – JU.3-5.13 – I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm.
  • C3 Social Studies Standard – D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities.
  • Text & Author – A Song for the Unsung: Bayard Rustin, the Man Behind the 1963 March on Washington by Rob Sanders and Carole Boston Weatherford
  • Aim – Using sequence and cause/effect vocabulary, students will figure out how Bayard Rustin brought more justice and fairness to the world.
  • Common Core ELA Standard – RI.3.3 – Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  • Learning For Justice Standard – JU.3-5.15 – I know about the actions of people and groups who have worked throughout history to bring more justice and fairness to the world.
  • C3 Social Studies Standard – D2.His.1.3-5. Create and use a chronological sequence of related events to compare developments that happened at the same time.
  • Text & Author – A Song for the Unsung: Bayard Rustin, the Man Behind the 1963 March on Washington by Rob Sanders and Carole Boston Weatherford
  • Aim – Students will uncover the meanings of unknown words to understand how Gavin Grimm fought injustice and changed his school’s rules.
  • Common Core ELA Standard – RI.3.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • Learning For Justice Standard – AC.3-5.19 – I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.
  • C3 Social Studies Standard – D2.Civ.12.3-5. Explain how rules and laws change society and how people change rules and laws.
  • Text & Author – If You’re a Kid Like Gavin by Gavin Grimm and Kyle Lukoff

Fourth Grade

  • Aim – Students will use specific details to describe characters in Ana on the Edge.
  • Common Core ELA Standard – RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
  • Learning For Justice Standard – ID.3-5.1 – I know and like who I am and can talk about my family and myself and describe our various group identities.
  • C3 Social Studies Standard – N/A
  • Text & Author – Ana on the Edge by A.J. Sass
  • Aim – Students will use specific details to describe events in Ana on the Edge.
  • Common Core ELA Standard – RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
  • Learning For Justice Standard – ID.3-5.3 – I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too.
  • C3 Social Studies Standard – N/A
  • Text & Author – Ana on the Edge by A.J. Sass
  • Aim – Students will determine the theme of Ana on the Edge by summarizing key events and character changes.
  • Common Core ELA Standard – RL.4.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text.
  • Learning For Justice Standard – DI.3-5.8 – I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally
  • C3 Social Studies Standard – N/A
  • Text & Author – Ana on the Edge by A.J. Sass

Fifth Grade

  • Aim – Students will use key details to determine the structure of Answers in the Pages.
  • Common Core ELA Standard – RL.5.5 – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  • Learning For Justice Standard – DI.3-5.7 – I have accurate, respectful words to describe how I am similar to and different from people who share my identities and those who have other identities.
  • C3 Social Studies Standard – D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
  • Text & Author – Answers in the Pages by David Levithan
  • Aim – Students will quote from Answers in the Pages to make inferences and predictions.
  • Common Core ELA Standard – RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Learning For Justice Standard – JU.3-5.12 – I know when people are treated unfairly, and I can give examples of prejudice words, pictures and rules.
  • C3 Social Studies Standard – D2.Civ.6.3-5. Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
  • Text & Author – Answers in the Pages by David Levithan
  • Aim – Students will summarize the interwoven narratives of Answers in the Pages to explain the text’s theme.
  • Common Core ELA Standard – RL.5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  • Learning For Justice Standard – AC.3-5.20 – I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate in order to achieve our goals.
  • C3 Social Studies Standard – D2.Civ.11.3-5. Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.
  • Text & Author – Answers in the Pages by David Levithan
ACCESS LESSONS HERE

GLSEN’s National Days of Action can be a great way to begin LGBTQ+ Visibility at your school! 

Learn more here:

Solidarity Week Day of Silence

Try these elementary lessons: 

Identity Flowers (3-5)
Pronouns: Little Words that make a Big Difference 
Elementary-Resources-GLSEN-Lessons
Solidarity Story Time - Molly Allis reads Viva Que Dia! Hooray, What a day!
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Paul Irwin-Dudek

Deputy Executive Director of Development
Pronouns: He/Him/They

Paul Irwin-Dudek

Paul Irwin-Dudek has over two decades of experience in creating and executing comprehensive fundraising plans; building new revenue streams; delivering seven-figure gifts; engaging and growing corporate partners; producing live & virtual events; and collaborating with diverse philanthropic stakeholders and constituencies.

Known as a visionary and collaborative leader, they have been recognized for aligning resources to a shared vision, defining strategic imperatives, and driving results across organizational boundaries. Paul is also skilled in navigating disruption and guiding entrepreneurial and data-driven teams that get results.

An advocate for diversity and inclusion, Irwin-Dudek has dedicated their career to making the world a better place by supporting organizations such as the Autism Speaks, National Kidney Foundation, Genesys Works, Youth INC, American Cancer Society, and United Way. Strategically designing unique mission-driven opportunities that advance meaningful engagement, Paul has raised over $360 million dollars to support the valuable missions he has served. Their most accomplished moment is when he transformed Autism Speaks single-day awareness event, Light It Up Blue, into a month-long revenue-driving campaign executed in over 100 countries, on all seven continents and the International Space Station, raising an additional $10M to support research and awareness of autism spectrum disorders.

Paul lives in New Jersey with his husband Christopher and their daughter Kensington. When not fundraising and building meaningful partnerships to support our mission, Paul can be seen waiting in line at the Theatre Development Fund’s TKTS Booth for tickets to a Broadway show, reading Steve Berry’s latest historical fiction or baking Gluten-Free desserts.

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Bonnie Washick

Federal Policy Manager
Pronouns: She/Her

Bonnie Washick

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Tessa J. Juste

State and Local Policy Manager
Pronouns: She/Her

Tessa J. Juste

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Jade deShong-Logan

Sr. Operations Manager
Pronouns: She/Her

Jade deShong-Logan

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Caitlin Clark, Ph.D.

Senior Research Associate
Pronouns: She/Her

Caitlin Clark, Ph.D.

Caitlin (or Caitie) has a PhD in Developmental Psychology with a portfolio in Women’s and Gender Studies from the University of Texas at Austin. She has experience teaching, evaluating, and conducting research in schools of all levels. Caitie’s research specialties include the experiences of transgender and nonbinary youth, LGBTQ+ youth in sports, and elementary education. Before GLSEN, Caitie worked as an Evaluation Analyst at the Austin Independent School District and she has taught at the undergrad and preschool level. Outside of work Caitie loves live music, attempting complicated and new recipes, and women’s soccer.

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Joseph Kosciw, Ph.D.

Director of Research
Pronouns: He/Him

Joseph Kosciw, Ph.D.

Dr. Joseph Kosciw is Director of the GLSEN Research Institute. GLSEN is recognized worldwide as an innovative leader in the education, youth development and civil rights sectors fighting to end bias-based bullying, violence and discrimination in K-12 schools and promote a culture of respect for all. For nearly two decades, the GLSEN Research Institute has supported the organization's mission by conducting original research on issues of sexual orientation and gender identity/expression in K-12 education and evaluating GLSEN programs and initiatives. The Institute also provides technical assistance to local GLSEN chapters and other safe school advocates in the U.S. who wish to conduct research on LGBTQ student experiences, and houses GLSEN's international initiatives which provide technical assistance to NGO and education leaders on LGBT issues in education across the globe.

Dr. Kosciw has a Ph.D. in Community Psychology from New York University, a B.A. in Psychology from the College of Arts and Sciences and an M.S.Ed. in Psychological Services in Education from the Graduate School of Education at the University of Pennsylvania.

Dr. Kosciw trained as a family therapist and has worked as a school counselor and psychoeducational consultant in elementary and secondary schools. He has been conducting community-based research for over 20 years, including program evaluations for non-profit service organizations and for local government. Under his leadership, GLSEN Research focuses on understanding the school experiences of all students, specifically as they are related to issues regarding sexual orientation and gender identity/expression, the school experiences of LGBT parents, perceptions of educators and school administrators regarding school climate, and the utility of school- and community-based efforts regarding bullying and harassment and efforts to create safe and affirming learning environments. GLSEN’s research is widely used for education policy advocacy as well as commonly cited in public media regarding LGBT student issues and school safety.

Kosciw’s work has been published in diverse scholarly and practitioner journals, including the Journal of Youth and Adolescence, the Journal of School Violence, and the Prevention Researcher. He also serves on the editorial board of the Journal of LGBT Youth: The Interdisciplinary Quarterly of Practice, Research, Policy, and Theory. He has also appeared on numerous national television and radio programs as an expert on LGBT student experiences.

In addition to his passions for community-based research, Dr. Kosciw is passionate about dogs, Eurovision, and Ukrainian pop music.

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Stephan Peters

Accounting Manager
Pronouns: He/Him/His

Stephan Peters

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Ashley Dinan

Senior Accounting Manager
Pronouns: She/Her/Hers

Ashley Dinan

Ashley joined GLSEN in 2005 as a Finance Associate to support the accounting processes of the GLSEN National Office and Chapter Network. Ashley's work in the non-profit sector began at the Huntington's Disease Society of America as the Chapter Operations Coordinator, working similarly with both the National Office and Chapter Network. Prior to that, Ashley has held positions at Credit Lyonnais and served as a legal clerk.

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Onyx Ewa

Youth Programs Associate
Pronouns: They/Them

Onyx is a multi-talented artist, activist, writer, and model who dreams of using art to amplify their voice and produce positive social change. They were named GLSEN's Student Advocate of the Year in 2019 due to their work with GSAs and GSA coalitions. In their free time, they enjoy making clothes, reading, and playing classical guitar. They are now a student at Harvard University, a Point Foundation Scholar, and a GLAAD/Teen Vogue 20 Under 20 Honoree.

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Michael Rady

Rainbow Library Program Manager
Pronouns: He/Him/His

Michael Rady

Michael Rady (he/him) is a queer educator, organizer, and reader. Michael believes radical transformation is needed in American education to deliver equity for all learners, especially BIPOC students and LGBTQ+ students. Before joining GLSEN, Michael was a third-grade teacher, curriculum writer, and Senate education policy staffer. Michael’s involvement in LGBTQ+ inclusive education started when he was asked to lead the LGBTQ+ staff community group for a network of public schools in the Northeast. Interest in the group grew immensely: it increased to over 500 members, marched in pride parades, and transformed internal policies for LGBTQ+ staff and students. In 2018, Michael joined GLSEN’s Connecticut chapter to launch the Rainbow Library, a program that sends queer-affirming books to schools. Since then, the program has grown to thousands of locations in dozens of states. He sees the Rainbow Library not only as way to help youth access queer-affirming literature, but as a bridge to other LGBTQ+ supports and policy changes. Originally from New York, Michael currently splits his time between Nashville, Tennessee, where his partner and their dog, Reese, reside, and Cambridge, Massachusetts, where Michael is pursuing a Master of Education at the Harvard Graduate School of Education.

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Indie Landrum

Youth Programs Associate
Pronouns: They/Them

Indie Landrum

Indie is a trans nonbinary queer neurodivergent artist. Their experience being a homeless queer/trans youth shaped their devotion to youth work and social justice. Indie has over 10 years of experience working directly with youth in various way, from case management with homeless youth to community organizing development of queer and trans students. They have a passion for making mediocre art and cuddling with their adorable fur-babies.

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Aubri Tuero

Individual Giving Manager
Pronouns: She/Her/Hers

Aubri Tuero

Aubri Tuero is a development professional living in Salt Lake City, Utah. She holds a Master of International Service in Global Governance, Politics, and Security from American University in Washington, DC and a dual Bachelor of Art in History and Film & Media Arts from the University of Utah. Ms. Tuero is also a board member of Friends of Gilgal Sculpture Garden, working to preserve public art in Utah. In her personal life she enjoys taking her dog Vito to the park and discussing books with her Short Book Club.

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Morgan Stinson

Corporate and Foundation Relations Manager
Pronouns: She/Her

Morgan Stinson

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Jacqueline Schweiger

Database Manager
Pronouns: She/Her

Jacqueline Schweiger

Jacqueline Schweiger (she/her) is the Database Manager at GLSEN, where she processes and reports on donor and gift information. She has worked in nonprofit development for a number of years, including at GLAAD, the French Institute Alliance Française, and the Museum of Jewish Heritage - A Living Memorial to the Holocaust.

Jacqueline graduated from the University of Virginia and holds a master’s degree in Art Business from Sotheby's Institute of Art. In her free time, she enjoys reading, swimming laps, and spending time with her family.

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Steve Mancuso

Senior Major Gifts and Individual Giving Officer
Pronouns: He/Him/His

Stephen Mancuso

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Lyndsey Godwin

Manager of Network Capacity Building
Pronouns: She/Her and They/Them

Lyndsey Godwin

Growing up in rural Ohio, Lyndsey knew a more just, loving, and liberated world was possible, even if she didn’t understand how; as an adult they understand that building that world requires community, action, anti-racist practice, and a lot of humility. Using practical, learner-centered approaches, Lyndsey partners with organizers, artists, academics, faith leaders, and educators to facilitate practices that invite all to get more comfortable with discomfort in order to build solidarity and courage. Lyndsey brings nearly 15 years of anti-oppression training, program design, and coaching focused on growing queer liberation and reproductive freedom through multi-racial organizing centered in iteration, experimentation, and healing. They were one of the founding directors and board members of Nashville Launch Pad, a LGBTQ+ affirming emergency shelter for youth 18-24, and serves on the Board of Directors for SisterSong Women of Color Reproductive Justice Collective. Lyndsey is southern by the way of y’all, perpetually curious, and camp kid at heart (with over 20 years working collaboratively to design camp and youth leadership experiences).

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Jamond J. Foree

Community Mobilization Manager
Pronouns: He/Him

Jamond J. Foree

Born and raised in Cincinnati, Ohio, Jamond has spent his career working to improve the cognitive, physical, and social-emotional outcomes for young people from cradle to career.

Most recently Jamond provided professional development and capacity building support to the Ohio Department of Education's 21st CCLC network. Additionally, he has served as Youth Development & Education Program Director for the YMCA of Greater Cincinnati, Senior Manager for Community Strategies at StrivePartnership and as Technical Advisor for the YMCA of the USA.

As a trainer and skilled facilitator, Jamond has worked all across the country helping organizations, school districts, and municipalities build capacity while developing strategies to ensure diversity, inclusion, and equity. In addition, Jamond is a multidisciplinary artist having worked professionally as a costume designer, actor, and writer. When he is not trying to save the world, he is busy working his most important job: Dad.

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Key Jackson

Deputy Executive Director for Programs and Power Building
Pronouns: They/Them/Theirs

Key Jackson

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David Eng-Chernack

Deputy Executive Director of Communications and Marketing
Pronouns: He/Him/His

David Eng-Chernack

David is an accomplished and progressive marketing, communications and public relations professional with extensive experience in the multi-faceted for- and not-for-profit national and international arenas. Before GLSEN, he was the Chief Marketing and Communications Officer at the Tenement Museum where he was responsible for all communications, marketing, advertising, brand management, media and public relations.

Prior to joining the Tenement Museum, he was the Marketing and Development Director for New York City’s Chinatown as part of the post-9/11 revitalization efforts. There he oversaw the Explore Chinatown tourism marketing campaign as well as the production of events such as Taste of Chinatown and Lunar Stages to draw visitors back to the neighborhood.

He has provided unique and unorthodox marketing approaches to a diverse roster of projects and institutions including New York City, where he helped create the landmark “I Love New York” campaign, The Metropolitan Opera and GMHC and amfAR during the early years of the HIV/AIDS epidemic.

He has spoken nationally and internationally on public relations, multiculturalism and diversity marketing and outreach in Birmingham (UK), Vancouver, Washington D.C., San Antonio and London; and is an Adjunct Professor at the New School teaching Arts & Cultural Marketing and Introduction to Nonprofit Management.

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Aaron Ridings

Chief of Staff and Deputy Executive Director for Public Policy and Research
Pronouns: He, Him, His/They, Them, Theirs

Aaron Ridings

Aaron Ridings (he/they) is the Chief of Staff and Deputy Executive Director for Public Policy and Research at GLSEN. In this role, he is responsible for working closely with the Executive Director to streamline operations and align cross-departmental programming to increase GLSEN’s impact. They directly oversee the Research Institute and the Public Policy Office.

They have a lifelong connection to K-12 learning communities through their parents who are a retired public school teacher and volunteer school board budget committee member. He joined the national staff team in 2019 after first being engaged with GLSEN as a member of the National Safe Schools Roundtable representing the Oregon Safe Schools and Communities Coalition in 2010. His experience at the intersections of LGBTQ+ justice, civil rights, and K–12 education includes being a member of the Steering Committee for Schools Uniting Neighborhoods, a community schools program based in the Portland, Oregon metro region, and leading a local education agency policy research project with the State of Oregon Program Design and Evaluation Services.

Throughout their 20 year career in public service, they have passed progressive policies and advanced LGBTQ+ inclusive data collection in partnership with federal, state, city, county, school district, and tribal governments. He previously served as a Senior Fellow at the Western States Center, Associate Director of the LGBTQ+ Research and Communications Project at the Center for American Progress, along with several roles at Basic Rights Oregon and other LGBTQ+-missioned organizations. Aaron was a long-time aide to Multnomah County, Oregon Chair Deborah Kafoury and most recently had stints working for Washington, D.C. Mayor Muriel Bowser and U.S. Representative Sharice Davids (KS-3). He has been an active volunteer for electoral and issue campaigns and is a former member of the Victory Fund Campaign Board and several national and state campaign committees.

His advocacy has been recognized with emerging leadership awards from the first annual Queer Heroes Northwest Awards, City of Portland, Oregon Human Rights Commission, Native American Youth and Family Center, and the Native American Rehabilitation Association of the Northwest. Aaron has a Master of Public Administration with an Award of Excellence for Community Engagement from Portland State University.

He enjoys living in Washington, D.C. and making time to visit his family’s farm in Oregon.