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On Monday, LGBT students’ rights were vindicated in a comprehensive settlement with Minnesota’s Anoka-Hennepin School District over its policies that hindered teachers from effectively responding to anti-gay bullying—policies that may have contributed to some of the district’s recent suicides. Then on Tuesday, in the afterglow of this historic victory, the Utah Senate passed its own discriminatory bill (HB 363) prohibiting educators from teaching about, or even talking about, homosexuality.

Students of conflict resolution laud facilitative mediation for its cultural responsiveness.

Q: What can we tell parents who object to California’s new law on gay history in textbooks?

Many times in my career, I have heard a colleague warn, “Watch out for that one! He’s trouble!” Students quickly gain a reputation with the teachers. In an effort to help each other, teachers may offer a warning about a challenging student. I’ve learned not to believe everything I’m told.

Schools have a responsibility to maintain a safe learning environment for all students—this seems on first examination a simple enough statement. It isn’t. Two words are key—“learning” and “all.” A school that is inclusive of all its students but unable to nurture learning has failed in its responsibility. An academically successful school that only supports its majority students has equally neglected its obligation.

I recently visited a friend’s preschool classroom. While there, I saw an argument that mirrored my high school students’ conflicts. I walked away curious about the way younger and older students use their words to explain their feelings and the actions of others.

Sometimes school tracking sets students up for failure, academically and socially. My students with disabilities, who require extra academic assistance, often ended up on the short end of the stick. Because they were in all of the same classes together I noticed that they also clung to each other in the cafeteria. They had a difficult time fitting in and making friends with other students.

Occupy D.C. protesters Nathaniel Brown and Nicole Normile are high-schoolers. That’s not unheard of. The really interesting story is that they were encouraged to get involved by their high school civics teacher. The two seniors are part of the seven-member, student-directed extra-curricular club “Waking Up the Nation” at the Howard Gardner School in Alexandria, Va. Since its inception in the Fall of 2010, the social activism club has tackled a number of social projects from preventing war to seeking environmental justice under the leadership of faculty advisor Matt Hawley is the group’s faculty advisor.

When the Dallas Texas Public Schools District decided to show its fifth-graders Red Tails, an action-adventure film based on the Tuskegee pilots who formed the country’s first black aerial combat unit, it was a tremendous idea. The district felt students would be inspired by the story of these men who fought segregation, integrated the Army and were trained as combat pilots for the United States during WWII.

When Gary enrolled in her class, my friend Mary was warned that he had an attitude problem. But on his first day in her high school basic art class, she soon realized that Gary's main problem was the attitudes of certain other students.