Us Congress 2025-2026 Regular Session

Us Congress House Bill HR321 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	IV
2	2	119THCONGRESS
3	3	1
4	4	STSESSION H. RES. 321
5	5	Supporting the goals and ideals of the Rise Up for LGBTQI+ Youth in
6	6	Schools Initiative, a call to action to communities across the country
7	7	to demand equal educational opportunity, basic civil rights protections,
8	8	and freedom from erasure for all students, particularly LGBTQI+ young
9	9	people, in K–12 schools.
10	10	IN THE HOUSE OF REPRESENTATIVES
11	11	APRIL9, 2025
12	12	Mr. T
13	13	AKANO(for himself, Ms. MCCOLLUM, Ms. NORTON, Mr.
14	14	K
15	15	RISHNAMOORTHI, Ms. SA´NCHEZ, Mr. CARSON, Mr. SOTO, and Mr.
16	16	J
17	17	OHNSONof Georgia) submitted the following resolution; which was re-
18	18	ferred to the Committee on Education and Workforce
19	19	RESOLUTION
20	20	Supporting the goals and ideals of the Rise Up for
21	21	LGBTQI+ Youth in Schools Initiative, a call to action
22	22	to communities across the country to demand equal edu-
23	23	cational opportunity, basic civil rights protections, and
24	24	freedom from erasure for all students, particularly
25	25	LGBTQI+ young people, in K–12 schools.
26	26	Whereas young people, teachers, school staff, families, and
27	27	communities must be free from transphobia, homophobia,
28	28	racism, sexism, and ableism in K–12 schools;
29	29	Whereas K–12 schools must be safe and inclusive learning
30	30	environments that include and affirm LGBTQI+ young
31	31	people, especially those who are transgender, nonbinary,
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34	34	•HRES 321 IH
35	35	intersex, Black, Indigenous, people of color, and people
36	36	with disabilities and those who are from communities
37	37	that experience marginalization;
38	38	Whereas, for more than 2 decades, Congress has supported
39	39	a resolution for a ‘‘National Day of Silence’’, and for a
40	40	decade, Congress has supported a resolution for ‘‘No
41	41	Name-Calling Week’’;
42	42	Whereas advocates have designated 2025 to 2026 as a time
43	43	for communities to support the Rise Up for LGBTQI+
44	44	Youth in Schools Initiative in support of LGBTQI+
45	45	young people in schools by building on the goals of ‘‘Na-
46	46	tional Day of (No) Silence’’ and ‘‘No Name-Calling
47	47	Week’’ to create a sustained call to action to demand
48	48	equal educational opportunities, basic civil rights protec-
49	49	tions, and freedom from erasure for all students;
50	50	Whereas LGBTQI+ young people frequently experience bias-
51	51	based bullying and harassment, discrimination, and puni-
52	52	tive discipline that increases the likelihood they will enter
53	53	the school-to-prison pipeline;
54	54	Whereas over 200 anti-LGBTQI+ education bills have been
55	55	introduced each year in State legislatures across the
56	56	country, the majority of which specifically target
57	57	transgender and nonbinary young people, including—
58	58	(1) in the 26 States that have enacted policies be-
59	59	tween 2021 and 2025 that prohibit transgender students
60	60	from playing alongside their peers on school sports
61	61	teams; and
62	62	(2) in the 17 States that have enacted laws between
63	63	2021 and 2025 that prevent transgender students from
64	64	using the school bathroom or locker room that cor-
65	65	responds with their gender identity;
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68	68	•HRES 321 IH
69	69	Whereas GLSEN’s 2021 National School Climate Survey
70	70	found that LGBTQI+ students who experienced dis-
71	71	crimination on the basis of their LGBTQI+ identity at
72	72	school in the past year, including being prevented from
73	73	using the restroom that aligned with their gender identity
74	74	and being barred from playing on the school sports team
75	75	that aligned with their gender identity, were nearly 3
76	76	times as likely to have missed school in the past month,
77	77	had lower grade point averages, reported lower feelings of
78	78	school belonging, and had higher levels of depression
79	79	compared to LGBTQI+ students who had not experi-
80	80	enced similar discrimination;
81	81	Whereas LGBTQI+ young people are more likely than their
82	82	non-LGBTQI+ peers to experience mental health con-
83	83	cerns, including stress, anxiety, and depression;
84	84	Whereas nearly half of LGBTQI+ young people seriously
85	85	considered suicide in the last year, a trend that increases
86	86	among Indigenous, Black, and multiracial LGBTQI+
87	87	young people;
88	88	Whereas the GLSEN’s 2021 National School Climate Survey
89	89	found that, among LGBTQI+ students who said that
90	90	they were considering dropping out of school, 31.4 per-
91	91	cent indicated that they were doing so because of the hos-
92	92	tile climate created by gendered school policies and prac-
93	93	tices;
94	94	Whereas States have passed or attempted to pass legislation
95	95	that erases or censors LGBTQI+ individuals, history,
96	96	and contributions from classroom literature and cur-
97	97	ricula, including—
98	98	(1) in 9 States that enacted laws between 2022 and
99	99	2025 censoring instruction related to LGBTQI+ people;
100	100	and
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103	103	•HRES 321 IH
104	104	(2) in 8 States that enacted laws between 2021 and
105	105	2025 that treat instruction related to LGBTQI+ individ-
106	106	uals in history, science, the arts, or any academic class
107	107	as a sensitive topic that requires parental notification and
108	108	allows parents to opt their child out of such instruction;
109	109	Whereas these laws harm students and force families to con-
110	110	sider leaving their homes, as demonstrated in a Williams
111	111	Institute report, which found that 56 percent of
112	112	LGBTQI+ parents of students in Florida considered
113	113	moving out of Florida, and 16.5 percent have taken steps
114	114	to move out of Florida because of the passage of the Pa-
115	115	rental Rights in Education Act by the State in 2022;
116	116	Whereas States have gone farther by specifically targeting
117	117	transgender students and their families with policies that
118	118	attack mental health counseling and gender-affirming
119	119	care for transgender students, including the introduction
120	120	of at least 35 bills in 18 States since the beginning of
121	121	the 2025 legislative session that prohibit or create bar-
122	122	riers to the social affirmation of transgender and non-
123	123	binary students in schools, such as using a student’s cho-
124	124	sen name and pronouns, regardless of the risk to the stu-
125	125	dent’s safety, health, and well-being;
126	126	Whereas 86 percent of transgender and nonbinary young peo-
127	127	ple say that recent debates prompted by State legislation
128	128	restricting the rights of transgender individuals have neg-
129	129	atively impacted their mental health;
130	130	Whereas data provided by the Department of Justice show
131	131	that there were a reported 247 anti-LGBTQ hate crimes
132	132	in schools in 2023;
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135	135	•HRES 321 IH
136	136	Whereas every young person must have equal educational op-
137	137	portunity and freedom from the fear that their basic civil
138	138	and educational rights will be taken away from them;
139	139	Whereas young people who develop in positive school cli-
140	140	mates, free from bullying, harassment, and discrimina-
141	141	tion, report greater physical and psychological safety,
142	142	greater mental well-being, and improved educational and
143	143	life outcomes;
144	144	Whereas positive school transformation must recognize that
145	145	safety is too low of a bar and that all communities de-
146	146	serve to be acknowledged and affirmed in schools;
147	147	Whereas students and families, educators, and community
148	148	members in every State and territory are advocating for
149	149	safe and inclusive learning environments that affirm
150	150	LGBTQI+ young people, particularly those who are
151	151	transgender, nonbinary, intersex, Black, Indigenous, peo-
152	152	ple of color, and people with disabilities;
153	153	Whereas affirming policies such as enumerated antibullying
154	154	protections, gender neutral dress code guidelines, and in-
155	155	clusive learning practices are proven strategies to address
156	156	hostile learning environments for all students; and
157	157	Whereas we must all demand the best possible future for all
158	158	young people in schools, particularly those who identify
159	159	as LGBTQI+, without exception: Now, therefore, be it
160	160	Resolved, That the House of Representatives— 1
161	161	(1) supports the goals and ideals of the Rise Up 2
162	162	for LGBTQI+ Youth in Schools Initiative in de-3
163	163	manding the best possible future for all young peo-4
164	164	ple in schools, particularly those who identify as 5
165	165	LGBTQI+; 6
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168	168	•HRES 321 IH
169	169	(2) recognizes the contributions of students and 1
170	170	families, educators, and community members partici-2
171	171	pating in the ‘‘National Day of (No) Silence’’, to 3
172	172	draw attention to the bullying, harassment, assault, 4
173	173	and discrimination faced by LGBTQI+ students; 5
174	174	and 6
175	175	(3) encourages each State, territory, and local-7
176	176	ity to support the Rise Up for LGBTQI+ Youth in 8
177	177	Schools Initiative and adopt laws and policies that 9
178	178	prohibit bias-based victimization, exclusion, and era-10
179	179	sure. 11
180	180	Æ
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