National Association of Secondary School Principals

NASSP proudly supports the rights, safety, and identity of all LGBTQ+ students, educators, school leaders, and individuals everywhere. We strive to promote policy and practice that affirms the gender identity and sexuality of all students and educators. If you are an educator or someone who cares about promoting our shared values in the K-12 education system, we hope these resources will be of value. Please contact our team at if you would like to partner with us or collaborate!

National LGBTQ+ School Leaders Network

To provide a platform of mutual support for principals and assistant principals in the LGBTQ+ community, NASSP manages a national network where administrators can meet regularly to share challenges, struggles, and opportunities, and support each other both personally and professionally. If you are a LGBTQ+ school leader or know someone who is and who would like to join or learn more, please see the NASSP website for more information. The network is open to all school leaders who identify under the LGBTQ+ spectrum.

Watch a network member highlight videos to learn more about these inspirational school leaders!

NASSP Position Statements

Our organizational position statements define our values and shape and direct the work of NASSP. The statements offer guidance and recommendations to school leaders, district leaders, state officials, and federal lawmakers for effective and equitable policies and professional practice. We encourage you to use our statements as a resource in your work or advocacy.

· Supporting LGBTQ+ Students and Educators

· Transgender Students

Advocate with NASSP!

The NASSP Policy & Advocacy Center connects schools leaders and education advocates with their elected officials to influence policy. If you are interested in receiving information about future campaigns to support critical federal legislation like the Equality Act, text PRINCIPALS to 52886. You’ll also receive information about conferences and other exciting events.

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