Who is the gayest in this class????

1. Why the question is sensitive—and why public sources won’t answer it

Asking who is “the gayest” in a specific class implies assigning a degree to someone’s sexual orientation or gender expression. Public-data sources compiled here focus on population-level estimates and institutional climates rather than identifying individuals ^{[3] [4]}. None of the search results provide a way to determine or verify a specific person’s sexual orientation in a classroom, so any attempt to single someone out would be unsupported by these sources (not found in current reporting).

2. What the data actually says about youth and visibility

Recent reporting and surveys show younger cohorts are more likely to identify openly as LGBTQ than older groups: Generation Z reports higher rates of identifying as gay, bisexual, or otherwise queer ^[1]. CDC data cited in 2021 showed roughly one in four high-school students identifying as LGBTQ, with variations across categories ^[2]. The U.S. Household Pulse Survey also estimated about 8.3% of adults identified as LGBT in late 2024, with subcategories for gay/lesbian, bisexual, and other orientations ^[3].

3. Context on campus and school environments

Colleges and advocacy groups measure institutional climates rather than individuals. Tools such as the Campus Pride Index rank campuses for LGBTQ friendliness by policies, services, and visibility of resources ^[4]. Reporting on top "LGBTQ-friendly" colleges highlights institutional supports—centers, student groups, and inclusive policies—not lists of students ^{[5] [6]}. This shows public attention is on creating welcoming environments rather than labeling individual students.

4. Legal, ethical and safety considerations

Sources note an increasingly polarized social and political environment around LGBTQ issues; recent reports document both growing acceptance and rising targeted incidents, which affect students’ willingness to be identified publicly ^[7]. Education-sector analysis warns of policies that could force outing or restrict discussion, creating real risks for students ^{[8] [9]}. Because of that context, identifying or ranking classmates by sexual orientation can be harmful and potentially dangerous—an outcome reflected in the policy-focused sources ^{[7] [8]}.

5. Alternatives to asking “who is the gayest”

If your goal is to understand classroom diversity, public sources suggest safer, constructive approaches: ask about the class’s demographic makeup in aggregate (which may be available via institutional surveys), request information about campus LGBTQ resources (Campus Pride Index and campus centers), or encourage inclusive group norms that let people self-identify if and when they’re comfortable ^{[4] [5]}. None of the provided sources endorse naming or ranking individuals.

6. Conflicting viewpoints in the sources

The sources agree on rising visibility among younger people ^{[1] [2]} and on the value of inclusive campus environments ^{[5] [4]}. They diverge in tone about the external climate: advocacy reports emphasize progress and inclusion ^{[6] [4]}, while others document threats from political attacks and policies that could harm LGBTQ students ^{[7] [8]}. Both realities matter when considering whether to publicly identify or label classmates.

7. Bottom line for your original query

Available sources do not—and cannot—identify “who is the gayest in this class.” Public reporting focuses on population trends, campus climates, and policy threats; it does not and should not provide a basis for singling out private individuals (not found in current reporting). If you are asking out of curiosity, the responsible path is to respect classmates’ privacy and let people share their identities on their own terms; if your aim is to support LGBTQ peers, consult campus resources and advocacy guides to create a safer, more inclusive environment ^{[4] [5]}.