bullied at school and are more than twice as likely to be bullied electronically than their non-LGB peers. (B) According to CDC’s 2017 Youth Risk Behavior Survey, high school students who identify as transgender are more likely to be bullied at school and electronically than cisgender girls and more than twice as likely to be bullied at school and electronically than cisgender boys. (C) According to GLSEN’s 2021 National School Climate Survey, among LGBTQI+ secondary students who attended school in-person during the 2020–2021 school year, over 76 percent reported being verbally harassed, over 31 percent reported being physically harassed, and over 12 percent reported being physically assaulted because of their sexual orientation, gender identity, or gender expression with transgender students reporting the highest rates of in-person victimization. (D) According to a 2021 Trevor Project report, 45 percent of intersex students reported experiencing gender-based harassment or discrimination from teachers or faculty. (13) Nationally, only 16.3 percent of respondents to GLSEN’s 2021 National School Climate Survey said they had been taught any positive representations of LGBTQI+ people, history, or events in their classes, which represents a 3-point decline from the 2019 survey. (14) According to the CDC’s 2021 Youth Risk Behavior Survey of high school students, women and girls, LGBQ+ students, and students of color were least likely to feel connected at school. (15) Countless studies show that when youth feel seen and affirmed in their curricula, they experience improved academic engagement and achievement. (A) In participatory research the National Women’s Law Center conducted in partnership with Latina girls in 2019, the girls reported that when they feel represented in their curricula, they feel a powerful sense of belonging and an emphasized identity of resilience. (B) GLSEN’s 2021 National School Climate Survey indicates that, compared to students in schools without an LGBTQI+-inclusive curriculum, LGBTQI+