U.S.

Department of Education Toolkit:

Creating Inclusive and Nondiscriminatory School
Environments for LGBTQI+ Students
 U.S. Department of Education Toolkit
for Creating Inclusive and Nondiscriminatory School Environments for LGBTQI+ Students

Table of Contents

 U.S. Department of Education: Supporting LGBTQI+ Youth and Families in School

 U.S. Department of Education Q&A Resource on Student-Led Groups to Support LGBTQI+

Students and Allies

 Centers for Disease Control and Prevention (CDC) Division of Adolescent and School
Health: LGBTQ-Supportive School Policies and Practices Help All Students Thrive

 U.S. Department of Justice: Community Relations Service

 U.S. Department of Justice, FBI: Hate Crimes Threat Guide

 U.S. Department of Education
Supporting LGBTQI+ Youth and Families in School
The U.S. Department of Education (Department) is committed to helping schools and districts provide
welcoming, safe, and supportive educational environments for all students, including students who are
lesbian, gay, bisexual, transgender, queer, or intersex (LGBTQI+), and students with LGBTQI+ parents and
family members. Recent data from the Centers for Disease Control and Prevention (CDC) show that LGBTQ+
and transgender youth experience more bullying and violence, and as a result of stigmatization and
discrimination, are more likely to experience depression and other mental health challenges than their peers.

This resource includes examples of policies and practices that schools and districts can consider developing to
support LGBTQI+ students and families. It also highlights Federal resources that schools, students, and parents
may find helpful in working to ensure that all students are free to learn in an educational environment without
harassment or other discrimination.
There are many ways for schools to provide safe and supportive environments and equal access to
educational opportunities for all students, including LGBTQI+ students. Here are some examples that schools
can consider developing in partnership with students and families:

• Using welcoming and inclusive language in school and district mission statements and other similar
communications that express a commitment to providing a safe, supportive, and nondiscriminatory
educational environment for all students, including LGBTQI+ students.

• Facilitating opportunities for students to find support from peers, teachers, and staff, such as student-led
organizations, and identifying supportive spaces on campus. For example, teachers and administrators can
help students establish a Gender and Sexuality Alliance (GSA) to help build a more inclusive school
environment.
o Did you know? According to the CDC, when schools implement supportive policies and practices
for LGBTQI+ youth, all students experience less emotional distress, less violence and harassment,
and fewer suicidal thoughts and behaviors.

• Providing professional development opportunities for educators on ensuring equitable and supportive
treatment of historically underserved students, including LGBTQI+ youth. For example, school districts can
offer trainings for teachers on how to meet all families where they are, engage parents in learning, and
address family needs – including those of LGBTQI+ students and students with LGBTQI+ parents and family
members.
o Did you know? According to the CDC, conducting professional development with school staff is a
best practice for improving the health, safety, and school connectedness for LGBTQI+ youth. The
CDC provides free Professional Development Learning Modules for Creating Safe Schools for
LGBTQ+ Youth. Youth.gov, which is organized by the Department of Health and Human Services,
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 also has a page of key terms and concepts related to sexual orientation and gender
identity/expression that may be a helpful resource for schools, and the Department of Education’s
Office for Civil Rights (OCR) has a specialized resource for students, families, and educators on
Supporting Intersex Students.

• Protecting LGBTQI+ students from book bans that create a hostile environment in violation of Federal civil
rights laws.
o Did you know? Book bans may violate Federal civil rights laws, depending on the facts and
circumstances. OCR can investigate whether students have experienced a hostile environment at
school based on sex, race or disability. OCR has a webpage with Resources for LGBTQI+ Students,
which includes a wide range of legal and other resources and information about how to file a
complaint with OCR for students who believe they may have experienced discrimination, including
harassment, at school.

• Adopting school policies that clearly affirm students’ right to be free from harassment and other
discrimination based on sexual orientation or gender identity in all aspects of school.
o Did you know? Harassment can be a form of discrimination. As noted above, OCR has a webpage
with Resources for LGBTQI+ Students, which includes a wide range of legal and other resources and
information about how to file a complaint with OCR for students who believe they may have
experienced discrimination, including harassment, at school.

• Adopting school policies, training, and activities to reduce and prevent bullying, including bullying of
LGBTQI+ students. Bullying can derail students from participating fully at school and in school-related
activities, and policies that specifically address bullying against LGBTQI+ students can make those
protections clear to all members of the school community.
o Did you know? You can find information, including resources and suggestions for preventing and
addressing bullying of LGBTQI+ youth and all youth, at StopBullying.gov.

• Making clear that LGBTQI+ students must not be subjected to discriminatory discipline.
o Did you know? Evidence shows that LGBTQI+ students face higher rates of school discipline than
students who are not LGBTQI+, often related to their gender expression – and especially for
LGBTQI+ youth of color. OCR currently offers resources that address discrimination in the use of
discipline based on race and on disability, both of which provide useful information for LGBTQI+
students who experience discipline based on those characteristics.

• Expanding mental health resources that meet the needs of LGBTQI+ students. As discussed above, CDC
research shows that LGBTQI+ youth are more likely to experience depression and other mental health
challenges than their peers, often associated with their experience of higher levels of stigmatization and
discrimination.
o Did you know? The Department provides funds to public schools that can be used to support
mental health care for LGBTQI+ and other students. See below for more information.

• Making clear that school activities for families, such as teacher conferences, family picnics, or other
events are welcoming for all types of families, including students with LGBTQI+ parents or guardians.

2
 o Did you know? Updating school policies and forms to use gender-neutral terms (e.g., referring to
“parent or guardian” and “siblings” rather than “mother and father” or “brothers and sisters”) can
ensure that LGBTQI+ parents can fully participate in their children’s education and can help all
types of families feel welcome.

• Designating at least one staff member who is knowledgeable about issues related to sexual orientation
and gender identity who school community members can approach to discuss their challenges,
experiences, or questions.

• Adopting policies that recognize and respect all students and implementing policies to safeguard student
privacy. The Department’s Student Privacy Policy Office has a Know Your Rights resource on the Family
Educational Rights and Privacy Act (FERPA)’s protection for student health records.

• Adopting policies or model plans to guide school staff on how to support students and communicate
with families, such as developmentally appropriate protocols to support students and a checklist of issues
to discuss with a student and their family.
o Did you know? Some schools and districts develop gender support plans to promote a supportive
environment for transgender students.

What funding does the Department provide to support schools in creating welcoming, safe and supportive
educational environments for all students, including LGBTQI+ students?
The Department’s website includes detailed information about the grants it offers. Here is some information
about Department grants that can be used to support student mental health, efforts to reduce bullying and
harassment, and students experiencing homelessness:
Funds under the Bipartisan Safer Communities Act (BSCA) Stronger Connections Program,
Elementary and Secondary School Emergency Relief (ESSER) Programs, and Governor’s Emergency
Education Relief (GEER) Programs may be used for staffing and other support to improve access to
high-quality mental health care and support equitable access to welcoming environments that are
inclusive with regard to race, ethnicity, culture, language, disability, and for students who identify as
LGBTQI+. For more information, please see the Department’s BSCA Stronger Connections FAQs
(Question C-8, p. 21) and the Department’s FAQS on Elementary and Secondary School Emergency
Relief Programs Governor’s Emergency Education Relief Programs (p. 54).
Student Support and Academic Enrichment funds under Title IV, Part A of the Elementary and
Secondary School Act, as amended by the Every Student Succeeds Act, may be used to reduce
incidences of bullying and harassment against all students, including bullying and harassment based on
a student’s (or their associate’s) actual or perceived race, color, national origin, sex (including gender
identity), disability, sexual orientation, religion, or any other distinguishing characteristics that may be
identified by the state or local education agency. For more information, please see the Department’s
Non-Regulatory Guidance on Student Support and Academic Grants (p. 30). Title IV, Part A funds may
also be used for the purposes in the paragraph above relating to the promotion of mental health and
inclusive learning environments.

3
 Funds under the McKinney-Vento Homeless Assistance Act support children and youth experiencing
homelessness. This population includes a disproportionate number of students who are LGBTQI+,
people of color, English learners, and living with disabilities. The Department has made a major
investment in supports for children and youth experiencing homelessness through the American
Rescue Plan and is developing additional technical assistance on use of this funding for youth
experiencing homelessness who identify as LGTBQI+. For more information, please see the
Department’s Non-Regulatory Guidance on Education for Children and Homeless Youth’s Program (p.
6).
What are some other Federal resources for schools and school districts to support the freedom to learn for
all students?
The Department and other Federal agencies have compiled many resources to support students, parents,
schools, and school districts, including these:
Department of Education

• Best Practices Clearinghouse compiles best practices focused on improving school safety and
transforming school climate and mental health services.
• The National Center for Safe Supportive Learning Environments, funded by the Department’s Office of
Safe and Supportive Schools, offers information and technical assistance on improving school climate
and conditions for learning.
• The Department-funded regional Equity Assistance Centers can provide technical assistance and
training, upon request, to schools and districts in equity matters related to serving LGBTQI+ students
by request.
Resources from other Federal agencies
 StopBullying.gov includes information and resources on creating a safe environment for students,
including for LGBTQI+ youth.

 Youth.gov offers extensive resources on many topics, including key terms and concepts, behavioral
health, child welfare, families, homelessness and housing, juvenile justice, schools, and more.

 The Centers for Disease Control and Prevention (CDC) provides extensive resources, research, training
information and more for schools and for parents on supporting LGBTQI+ youth.

 The Department of Health and Human Services (HHS) features resources on LGBTQI+ health and well-
being, including for youth.

 The HHS Indian Health Service features information on Two-Spirit people and for families and friends
of LGBTQI+ and Two-Spirit youth.

The Department will update this list above as new resources become available.

To request this publication in an alternate format, please contact the Department at 202-260-0818 or
[email protected]. If you have difficulty understanding English and need interpretation or

4
translation services, please call 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), email
[email protected], or write to U.S. Department of Education, Information Resource Center, 400
Maryland Ave., SW, Washington, DC 20202.

Please note: This resource does not have the force or effect of law, is not meant to bind the public, and does
not constitute legal advice. In addition, this resource contains links to materials created and maintained by
other public or private organizations that are provided for the user’s convenience. The inclusion of these
materials is not intended to endorse any views expressed or products or services offered, and the opinions
expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department
of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance,
timeliness, or completeness of any outside information included in these materials.
June 21, 2023

5
 U.S. Department of Education Q&A Resource
on Student-Led Groups to Support LGBTQI+ Students and Allies

The U.S. Department of Education (Department) recognizes that student-led groups can be an important part
of creating safe, inclusive, and supportive educational environments for lesbian, gay, bisexual, transgender,
queer, and intersex (LGBTQI+) students and students with LGBTQI+ parents, friends, or family members. The
Department offers this resource to provide information about the rights students have to form and participate
in Gender and Sexuality Alliances (GSAs) and other similar groups.

What is a GSA?
As used in this resource, the term GSA refers to a student group that provides a supportive environment for
LGBTQI+ students, students who have LGBTQI+ parents, friends, or family members, and other students who
care about or are interested in LGBTQI+ issues. Students have been forming and participating in GSAs (also
known as Gay-Straight Alliances) since the late 1980s. For more information, please visit the Centers for
Disease Control and Prevention’s (CDC) Division of Adolescent and Student Health webpage on GSAs.

What are the benefits to students of a GSA?

Like many student groups, GSAs provide students with an opportunity to make friends, learn, and feel
supported and connected at school. Students may also be interested in forming a GSA to help foster a positive
school climate and educate the school community on topics of importance. Research from the CDC shows that
GSAs positively affect a school’s environment, creating a safer and supportive space for all students, reducing
bullying, and creating a greater sense of connectedness among LGBTQI+ students. For additional information,
please visit the CDC’s webpage on policies and practices for LGBTQ-inclusive schools.

Are public schools required to allow students to establish a GSA?

A public secondary school that allows at least one noncurricular student group to meet on its premises during
noninstructional time (e.g., at lunch, before or after school) must allow students to have a fair opportunity to
conduct group activities, such as forming a GSA or other similar groups. This requirement is found in the Equal
Access Act, 20 U.S.C. § 4071, which was signed into law in 1984 and applies to schools that receive Federal
funds, which includes the vast majority of public schools. The Act provides that membership in the student
group must be voluntary.

Here’s what the Equal Access Act means for GSAs:

• The Equal Access Act provides that if a school allows at least one noncurriculum related student group to
meet, it may not “deny equal access or fair opportunity to, or discriminate against,” any other student
group based on the “religious, political, philosophical, or other content of the speech at [the group’s]
meetings.” 20 U.S.C. § 4071(a). This means that if a public secondary school allows other student-led
groups or clubs to operate, the school may not deny a GSA equal access or a fair opportunity to operate
based on the fact that the GSA addresses issues of interest to LGBTQI+ students.

1
 The Supreme Court has Interpreted “noncurriculum related student group” to mean “any student
group that does not directly relate to the body of courses offered by the school.” See Board of
Education of Westside Community School v. Mergens, 496 U.S. 226, 239–40 (1990). If a GSA is not
duplicating the content of a school course and if participation in a GSA is not required and does not
earn academic credit, it will typically be protected by the Equal Access Act as a ”noncurriculum related
student group.”

 Noncurriculum related student groups may have a teacher or other school employee as an advisor
or sponsor. The Equal Access Act says that “[t]he assignment of a teacher, administrator, or other
school employee to a meeting for custodial purposes does not constitute sponsorship of the
meeting.” 20 U.S.C. § 4072(2). This means that a GSA may have a teacher or school staff member
as an advisor or sponsor.

• Numerous courts have applied the Equal Access Act to require school districts to recognize GSAs and
provide GSAs with the same opportunities to use school resources and receive school recognition as other
groups, such as posting group-related information, using school supplies, making announcements, and
being included in the yearbook. Some examples of cases include Straights & Gays for Equality v. Osseo
Area Schools- District No. 279, 540 F.3d 911 (8th Cir. 2008); Boyd County High School Gay Straight Alliance
v. Board of Education of Boyd County, 258 F. Supp. 2d 667 (E.D. Ky. 2003); and Colin v. Orange Unified
School District, 83 F. Supp. 2d 1135 (C.D. Cal. 2000). This means that if a public secondary school allows
student groups to use school resources and other school support, a GSA must be provided equal access
to the same types of resources and support.

• School officials are permitted under the Equal Access Act to have rules for student groups that maintain
order and discipline on school premises, protect the well-being of students and faculty, and assure that
attendance of students at meetings is voluntary. Courts have made clear that those rules must be applied
to all student groups and school officials cannot censor groups because they express unpopular
viewpoints. See, e.g., Gonzalez v. School Board of Okeechobee County, 571 F. Supp. 2d 1257, 1267 (S.D. Fla.
2008); Colin v. Orange Unified School District, 83 F. Supp. 2d 1135, 1147-49 (C.D. Cal. 2000). This means
schools cannot impose a different set of student-conduct rules for GSAs than for other clubs.

***
To request this publication in an alternate format, please contact the Department at 202-260-0818 or
[email protected]. If you have difficulty understanding English and need interpretation or
translation services, please call 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-877-8339), email
[email protected], or write to U.S. Department of Education, Information Resource Center, 400
Maryland Ave., SW, Washington, DC 20202.

Please note: This resource contains information about the Equal Access Act, and that Act is legally binding on
those schools to which it applies, but the resource itself does not have the force or effect of law, is not meant
to bind the public, and does not constitute legal advice. In addition, this resource contains links to materials
created and maintained by other public or private organizations that are provided for the user’s convenience.
The inclusion of these materials is not intended to endorse any views expressed or products or services
offered, and the opinions expressed in any of these materials do not necessarily reflect the positions or
policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee
the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.
June 21, 2023
2
LGBTQ-Supportive School Policies and Practices
Help All Students Thrive

Adolescents are experiencing

a mental health crisis.
The adolescent mental health crisis began before the
COVID-19 pandemic. The pandemic affected all students,
but it did not affect all students equally. Poor mental
health is reported far more often by LGBTQ youth.

In 2021
LGBQ students were

2 out of
every 5 5X more
likely

students experienced to attempt suicide

emotional distress during the pandemic
Source: Adolescent Behaviors and Experiences Survey, 2021

All young people do better in When schools implement

LGBTQ-supportive
LGBTQ-inclusive schools. policies and practices,
▸ Schools can be part of the solution by creating inclusive all students experience:
environments.
▸ LGBTQ-supportive school policies and practices also
benefit heterosexual students. They may experience even Less emotional distress
greater health benefits than LGTBQ students do. Less violence
▸ The reverse is also true: Policies and practices that and harassment
negatively affect the health of LGBTQ students also harm
heterosexual students.
Less suicidal thoughts
and behaviors
▸ The more LGBTQ-supportive policies and practices a school
implements, the better the student health outcomes.
Source: LGBT Health, 2022

Photos and models are used for illustrative

purposes only.
 CDC identifies practices
that work to promote
adolescent health.
CDC’s What Works in Schools program is a school-based
approach to protecting and promoting adolescent health.
It combines safe and supportive school environments
with quality health education and referrals to health
services. After implementing the program, schools
have fewer students experiencing violence, drug
use, risky sex behaviors, and poor mental health.

LGBTQ-supportive policies and practices

positively affect a school’s environment,
making a safer and more supportive space
for all students. They include:

“
When we improve the safety
and supportiveness of school
environments for LGBTQ
students, all students benefit.
Gender and Safe spaces for
Protecting our most vulnerable
Sexuality Alliances LGBTQ students

”
youth means that school
is better for everyone.

- Dr. Kathleen Ethier

Director, CDC’s Division
of Adolescent and Professional Anti-harassment
School Health development for staff policies
on inclusivity

Sources
Jones SE, Ethier KA, Hertz M, et al. Mental health, suicidality, and connectedness
among high school students during the covid-19 pandemic—Adolescent Behaviors
Learn more about and Experiences Survey, United States, January–June 2021. MMWR Suppl.
2022;71(Suppl-3):16–21. doi: http://dx.doi.org/10.15585/mmwr.su7103a3
What Works in Schools
Kaczkowski W, Li J, Cooper AC, Robin L. Examining the relationship between
www.cdc.gov/healthyyouth LGBTQ-supportive school health policies and practices and psychosocial health
outcomes of lesbian, gay, bisexual, and heterosexual students. LGBT Health.
@CDC_DASH 2022;9(1):43-53. doi:10.1089/lgbt.2021.0133

June 2022
 U.S. Department of Justice

Community Relations Service (CRS)

CRS serves as “America’s Peacemaker” by facilitating understanding and improving
communication in communities facing conflict, and developing communities’ ability to
independently prevent and resolve future conflicts.

What We Do
Facilitation Consultation Training Mediation
Convening parties in Technical assistance, Knowledge and Structured process

‘
dialogue to identify best practices, models, skills-based programs to reach agreement
issues and develop and evidence-based
Provide a wide Serve as neutral
solutions resources
variety of training third-party mediators
Convene meetings Help educate and identify programs that increase who facilitate problem
between parties to open resources for communities understanding and solving discussions
lines of communication, by providing: technical improve collaboration and the development
identify common assistance, best practices, to resolve disputes and of documented
concerns, and increase advice, insight, and prevent future conflict. agreements between
collaboration. referrals that improve parties in conflict.
communities’ ability to
address underlying issues.

Peace is a journey of a thousand miles

and it must be taken one step at a time. LY N D O N B . J O H N S O N
 ’
We Work With
Civil rights groups Law enforcement
We have no hope of solving
Community groups Faith-based groups
Schools Tribal groups our problems without harnessing
Federal, state, and Private and public
local government organizations the diversity, the energy,
to resolve community conflicts and tensions and the creativity of
and prevent and respond to alleged hate crimes
committed on the basis of:

Race Gender identity

all our people.
Color Sexual orientation
ROGER WILKINS, FORMER CRS DIRECTOR
National origin Religion
CIVIL RIGHTS LEADER
Gender Disability

Where We Work

CRS Headquarters
Washington, DC

CRS Regional Offices

New England Southwest
Boston, MA Dallas, TX

Northeast Central
New York, NY Kansas City, MO

Mid-Atlantic Rocky Mountain

Philadelphia, PA Denver, CO

Southeast Western
Atlanta, GA Los Angeles, CA CRS Field Offices Alaska Hawaii Puerto Rico and
the Virgin Islands
Guam

Midwest Northwest Miami, FL San Francisco, CA

Chicago, IL Seattle, WA Houston, TX

Find us, connect with us

www.justice.gov/crs

@DOJ_CRS facebook.com/DOJCRS/ [email protected] 202.305.2935

CRS was established by Title X of the Civil Rights Act of 1964. Its mandate was expanded in 2009 through the
Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act.
 HATE CRIME THREAT GUIDE
U.S. Department of Justice
Federal Bureau of Investigation
Civil Rights Unit
Hate crime threats come in many forms, and as such, each response will be unique. In each response, law enforcement should be notified, and every attempt to
preserve evidence should be made. The below general tips can be helpful to follow when confronted with a hate crime threat.

A True Threat is a serious communication of an intent to commit an act of unlawful violence against a particular individual or group of individuals.
A true threat is not protected by the First Amendment and can be a prosecutable offense as a hate crime.

Physical Threat Verbal Threat Phoned Threat Electronic Threat Written or Visual Threat
A physical threat is an in-person true A phoned true threat is one received An electronic threat is a true A written or visual true threat is one
A verbal threat is an in-person
threat which is deemed to place the telephonically. The recipient of the that is received in a written or graphic
true threat that is deemed to threat received over the inter-
recipient or others in imminent danger. threat should attempt to obtain as manner, such as handwritten notes
A totality of the circumstances standard not place the recipient in im- net, such as through e-mail or or graffiti.
much information on the caller and
suggests that there is no single deciding mediate danger. the threat as possible, unless the social media. It is important to
factor in a physical threat assessment.  Handle the document/item as
threat is deemed to put the recipientrecognize that forensic exami-
One must consider all the facts and  If the perpetrator leaves, little as possible. DO NOT DIS-
context, and conclude from the whole
or others in harm. nation can often reveal valua- CARD THE ITEM, REGARD-
picture whether there is a possible
note which direction they  Remain calm & do not hang up. ble information that is initially LESS OF HOW OFFENSIVE.
imminent threat. When confronted with went. Attempt to solicit information to unseen. It is important that the This item is evidence and may
an imminent physical threat of harm, determine if the threat is specif- communication is treated as pose additional clues for law
 Immediately notify law en-
you have three options: ic, realistic, and poses an im- enforcement.
forcement by calling 911. evidence.
 Run. mediate danger to the safety of  Immediately notify law enforce-
 Have an escape route and plan in mind.  Write down the threat ex- others.  DO NOT delete the elec- ment by calling 911.
 Leave your belongings behind. actly as it was communi-  If possible, signal other staff tronic threat. Forensic ex-  Rewrite the threat exactly as is
 Help others escape, if possible. cated. members to listen & immediate- amination may uncover on another sheet of paper and
 Do not attempt to move the wounded. ly notify law enforcement by additional details. note the following:
 Note the description of the
 Hide. calling 911.  Date/time/location document
person who made the  Leave the message open
 Hide in an area out of the threat’s view.  If the phone has a display, copy was found.
 Lock door or block entry to your hiding threat: on the computer.
the number and/or letters on  Any situations or conditions sur-
place.
the window display.  Immediately notify law en- rounding the discovery/delivery.
 Silence your cell phone (including  Name (if  Race
vibrate mode) and remain silent.  Write down the exact wording forcement by calling 911.  Full names of anyone who saw
known)
 Fight. of the threat.  Print, photograph, or copy the threat.
 Fight as a last resort and only when  Gender  Type/Color of
 Keep the caller on for as long the message and subject  Secure the original threat; DO
your life is in imminent danger. clothing
as possible and attempt to line, note the date and NOT alter the item in any way.
 Attempt to incapacitate the threat.
 Body size  Hair & eye gather as much information as  If small/removable, place in a
 Act with as much physical aggression (height/weight) color time.
as possible. possible bag or envelope. Try not to
 Improvise weapons or throw items at  Distinguishing  Voice (loud,  Record, if possible.  If knowledgeable, take ef- touch the item directly with your
the threat. features deep, accent, hands.
 Be available for interviews with forts to preserve all elec-
 Commit to your actions… your life de- etc)
pends on it. law enforcement upon re- tronic evidence.  If large/stationary, secure the
 Once the imminent threat has sponse. location and insure the threat is
subsided, call 911. not damaged or altered.

Once safe, the threat recipient should contact the local FBI office and ask to submit a hate crime complaint to the Civil Rights squad.
Not all complaints to local law enforcement are passed along to the FBI.
 HATE CRIME THREAT GUIDE
U.S. Department of Justice
Federal Bureau of Investigation
Civil Rights Unit

What to expect if you are the victim of a hate crime:

 If the FBI concludes that a federal hate crime may have been committed, one or more FBI Special Agents will conduct an investigation. As part of the investigation, the Special Agents will
gather evidence, which may include an interview with you and other victims.

 You may also be asked to recap your experience before a federal grand jury.

 A thorough investigation will be completed. The investigation may take a long time to finish, and you will not be updated or “briefed” on day-to-day case developments. Every effort will be
made to tell you about major events in an investigation, such as an arrest or indictment. The FBI is committed to providing such information to you before it is released to the public, when
possible. However, the FBI must always be careful not to reveal sensitive information that could hurt the investigation or increase danger to law enforcement.

 In addition to an FBI Special Agent, each case with an identified victim will have an FBI Victim Specialist assigned. A Victim Specialist is a highly trained professional who can assist you with
support, information and resources. A Victim Specialist will contact you to explain your rights and services available, and will serve as the point of contact between you and the FBI.

FBI Field Office Telephone Numbers:

Albany (518) 465-7551 Indianapolis (317) 595-4000 Oklahoma City (405) 290-7770
Albuquerque (505) 889-1300 Jackson (601) 948-5000 Omaha (402) 493-8688
Anchorage (907) 276-4441 Jacksonville (904) 248-7000 Philadelphia (215) 418-4000
Atlanta (770) 216-3000 Kansas City (816) 512-8200 Phoenix (623) 466-1999
Baltimore (410) 265-8080 Knoxville (865) 544-0751 Pittsburgh (412) 432-4000
Birmingham (205) 326-6166 Las Vegas (702) 385-1281 Portland (503) 224-4181
Boston (857) 386-2000 Little Rock (501) 221-9100 Richmond (804) 261-1044
Buffalo (716) 856-7800 Los Angeles (310) 477-6565 Sacramento (916) 746-7000
Charlotte (704) 672-6100 Louisville (502) 263-6000 Salt Lake City (801) 579-1400
Chicago (312) 421-6700 Memphis (901) 747-4300 San Antonio (210) 225-6741
Cincinnati (513) 421-4310 Miami (754) 703-2000 San Diego (858) 320-1800
Cleveland (216) 522-1400 Milwaukee (414) 276-4684 San Francisco (415) 553-7400
Columbia (803) 551-4200 Minneapolis (763) 569-8000 San Juan (787) 754-6000
Dallas (972) 559-5000 Mobile (251) 438-3674 Seattle (206) 622-0460
Denver (303) 629-7171 New Haven (203) 777-6311 Springfield (217) 522-9675
Detroit (313) 965-2323 New Orleans (504) 816-3000 St. Louis (314) 589-2500
El Paso (915) 832-5000 New York City (212) 384-1000 Tampa (813) 253-1000
Honolulu (808) 566-4300 Newark (973) 792-3000 Washington DC (202) 278-2000
Houston (713) 693-5000 Norfolk (757) 455-0100
Field office telephone numbers as of 02/2018. The most current field office telephone numbers can be found at https://www.fbi.gov.