1. Supporting Transgender Youth in Schools
Brian J., He/Him/His
Senior Director of Education and Policy

2. Developing the leadership of LGBTQ+ students Supporting Gay-Straight Alliances Training educational staff Advancing educational justice Advocating for public policy Deepening racial, gender, trans, and social justice

3. Trans 101

4. Your needs and Interests
How have transgender topics been coming up for you in your work?
What are some recent successes/challenges you’ve had around this topic?
What situations or scenarios are you hoping to dig into today?

5. How to support trans & Nonbinary students
Source: National Center for Transgender Equality

6. Using Gendered Language
Find a photo on your phone you can share. Find a partner. Talk about the photo without using gendered words.

7. WI Transgender Youth Data
3x more likely to be in Special Ed. 2x more likely to have skipped school 5x more likely to have carried weapon to school 4x more likely to have no adult support outside parents 3x more likely to have been in physical fight 15x more likely to have been in juvenile correction or prison 3x more likely to have suicide ideation 5x more likely to attempt suicide 2.5x more likely to get aggressive, hit, yell, or scream
Source: 2012 Dane County Youth Assessment

8. Framework for gender inclusive schools

9. Source: GenderSpectrum.org Based on the work of Gender Spectrum
Personal
Structural
Interpersonal
Instructional
Source: GenderSpectrum.org
Based on the work of Gender Spectrum

10. Personal

11. Personal: My Gender Journey
Growing up, did you think of yourself as a boy, a girl, or another gender? How did you come to that recognition? When?
What messages did you receive from those around you about gender? Did those messages make sense to you?
How were students who did not fit into expectations about gender treated in school by other students? By the adults around them? By you?
Have you ever been confused by someone’s gender? How did that feel for you? Why do you think you felt the way you did?
If you were to describe your gender without talking about how you look or what you do, what would you share?
Source: Gender Spectrum

12. What are your Personal Biases and stereotypes around gender?

13. Examining Personal Bias
Gender is Racialized
Examining Personal Bias

14. “At least one of these students is trans/nonbinary.”

15. Structural

16. Restrooms / Facilities
Regulations
Administrative
Policies /
Development for
Professional
Staff
Procedures /
Forms
Visual Symbols
Signage /
Restrooms / Facilities
Source: Gender Spectrum

17. Clear Procedures address : Transitioning
Different for each individual
Open communication with student or staff member
District Resources:
Gender Transition Plan
Gender Support Plan
Knackert – 2 minutes
©2015 Milwaukee Public Schools

19. Clear Procedures address: Names and Pronouns
Use the name and pronouns a student prefers Follow the lead of the student Set subs up for success
KEY: Let them privately share their name and
pronouns.

20. Clear Procedures Address: Privacy & Confidentiality
The individual involved should guide who is included in conversations around their gender identity
Be mindful of the information that can be shared with students, colleagues, and families
Home isn’t always a safe space for students
1 minute - Reed or Fuller
What would you do if you know a student was in danger of being physically harmed?
©2015 Milwaukee Public Schools

21. Resource for working with Families
familyproject.sfsu.edu
Page 31

22. Clear Procedures address: Dress Codes
Gender neutral dress codes and uniforms
Dress codes should be equally enforced for all students
Check your own biases about appropriate dress code attire
1 minute - Fuller or Knackert
Provide an example:
If jewelry is allowed in schools, you do not get to determine who is allowed to wear jewelry or not
If make up is allowed, you don’t get to determine who wears it or not
If the school is a uniform school, all students are allowed to wear all uniform pieces (skirts, pants, blazers, and shirt and tie types)
©2015 Milwaukee Public Schools

23. Clear Procedures address: sex-segregated facilities
Individuals are allowed access to the facilities that correspond with their gender identity Identify a private facility for any student uncomfortable with public facilities Students are not required to use private option Focus on behavior of student
2 min
Fuller or Knackert
We will follow-up
©2015 Milwaukee Public Schools

25. Welcomingschools.org

26. GenderSpectrum.org
crimethinc.com

27. 1 min
Another strategy is to display posters or visuals in your room that demonstrate your commitment to respecting people’s names and pronouns. The example on the slide provides a message to all your students that you see them and that respecting names and pronouns are important to you.
What other ideas might you have?

28. Rituals and procedures

29. Question:
How can we promote consistency when clear district procedures are absent?

30. InterPersonal

31. Gender Role Stereotypes
Biology=destiny
Based on gender binary that assumes only two types of bodies & thus identity groups.
What is “inclusive” language?

32. Examine Gender Role Stereotypes with Students (& Colleagues!)
Where did you learn that?
Is that always true? I’m not sure that is true for all ________
That’s gender stereotyping!
Can someone think of an example that doesn’t fit the pattern? (Patterns vs. rules)
While it’s true that it’s more common for boys to play football and less common for girls to do so, some girls do play football and that’s great. What do you like to do?
Some women, some men, some people
Here are some possible responses to gender role stereotyping when you hear it.

33. Inclusive Language & Practices
Activity: Divide your audience into two groups without relying on gender.
Note: You can use this as an opportunity to model using gender-inclusive language and group dividing strategies.
Say: “Okay _____ (e.g., folks), let’s expand upon some of these strategies. In a minute but not yet I’m going to divide the group into two groups based on ________ (e.g., by birthday month.) If you were born between January and June, go to one side of the room. If you were born July through December, go to the other side.”
Once you’ve divided the group into two (you can make adjustments if the numbers seem too lopsided) assign each group one of the two tasks below and give them 1-2 minutes at the most to come up with:
Group 1: As many ways to address groups of students without falling back on “boys and girls,” or “ladies and gentlemen”
Group 2: As many ways to divide students into groups that don’t rely on sex or gender (ie, not boys and girls) as possible
You can stage this as a competition or simply an opportunity for teams to work together to generate ideas. You can hand out sticky notes or index cards and ask everyone to silently brainstorm their ideas on paper first and then share them with their sub-group, or they can immediately start working as a group.
When time is up, ask each group to share some of the ideas they generated. After each group has shared, ask the other group if they have any additional ideas to add.
Tip: Ask if someone on staff would volunteer to take notes or collect the ideas that each group came up with and type them up into a simple document they can share with the entire team.
Ask: Why might it be helpful to avoid relying on gender for dividing up groups or addressing them?
Main points:
When we rely on gender to divide students into groups, we not only reinforce rigid gender role expectations, but we also inevitably leave someone out.
These are simple ways we can role model gender inclusive behavior on a daily basis.

35. Always respond… …Because silence teaches a lot!
Source: Welcoming Schools

36. Pronouns = Safety & Respect
If you’re not sure and have valid reason to know, ask in private.

37. Using Gendered Language
Find a photo on your phone you can share. Find a partner. Talk about the photo without using gendered words.

39. When you make a mistake Correct yourself. Briefly apologize. Move on.
2 min
You are going to make mistakes when it comes to using the names and pronouns of our students. The fear of making a mistake should not prevent you from trying to use the name and pronouns a student or colleague wants you to use. What’s important is that we try!
When you inevitably mess up (it happens to all of us!) it’s important to remember that in that moment it’s not about you. It’s about the safety and comfort of the person whose name and/or pronouns you just messed up. Don’t make a scene or draw extra attention to the mistake, but still acknowledge it.
Here’s what you do.
Correct yourself. (Exp. “Have you met my friend Miles? She, oops, I’m sorry, he is an excellent swimmer!”)
Briefly apologize. (Don’t make a scene. Don’t make excuses. Don’t say it’s hard. Don’t make it about you. Just apologize.)
If you miss an opportunity to apologize, you can always follow up privately with a student or colleague after class to let them know that you blew it, you’re sorry, and you’re going to work on it.

40. Instructional
Use lesson plans designed to expand understanding of gender.
Integrate gender topics into curriculum areas through story problems, writing prompts, readings, art assignments, or other projects.
Provide role models for all youth that show a wide range of occupations and achievements for all genders.
Invite guest speakers who expand the vision of ways to achieve and thrive that are gender-expansive.

41. Building empathy and support among students
Offer them both Windows and Mirrors
Source: Emily Style

42. Finding Lesson Plans and Approaches

43. Assessing current strengths & Opportunities