This fall, as elementary-age kids head back to the classroom, some transgender students are returning with more than just new school supplies. For these children, the beginning of the academic year is an opportunity to introduce a new name, new pronouns, and a new social identity.
Over the past several years, resources for transgender elementary students and their families have grown rapidly. They now include multiple mainstream media reports (with varying levels of accuracy and sensationalism), new organizations such as TYFA and Gender Spectrum, and innovative medical protocols to delay the onset of puberty. While access to these resources is by no means universal, it is becoming increasingly possible for elementary-age children to begin their transition before the maelstrom of middle school.
However, as Elizabethe Payne and Melissa Smith suggest in their recent Huffington Post article, most elementary school teachers and administrators have not been trained in strategies for create an inclusive learning environment for gender nonconforming and transgender students.
As an elementary parent and an educator, I am passionate about welcoming schools. Katy Koonce and I recently had the privilege of creating a training for teachers and staff at a local elementary school. There are stellar materials available, and I wanted to share our outline and some of the things that we found most helpful.
Establishing a developmental timeline
As Payne and Smith point out, “Americans think of young children as ‘innocent’ and ‘asexual,’ so sexuality is considered unmentionable in elementary classrooms.”
Children are perceived as ‘too young’ for such conversations. Because of the ways gender and sexuality are connected in our culture and thinking, addressing non-normative gender brings the ideas of ‘sex’ and ‘sexuality’ into the ‘innocent’ elementary school space and is thus dangerous.
The first task of our training was to reorient teachers and administrators with accurate information about gender and child development. We used Stephanie Brill and Rachel Pepper’s The Transgender Child, specifically chapter three, “Developmental Stages and the Transgender Child,” which contains a detailed breakdown of gender identity at different ages. (If you don’t have access to the book, there is a version of this timeline available on the Gender Spectrumwebsite.)
Information about developmental stages (hopefully) speaks to elementary educators in the language of their professional education. Our next step was to introduce them to the words and experiences of transgender and gender nonconforming elementary students. (Again, our overarching concern at the outset of our presentation was to convince listeners that “this really happens at the elementary level.”)
To this end, our training included excerpts from Queer Youth Advice for Educators, which is based on interviews with LGBT youth from across the nation and includes several personal stories about elementary school experiences. This book is available as a PDF download from What Kids Can Do, and hard copies are available for $9.95. I give copies to school counselors and administrators whenever I can.
Establishing the costs of inaction
Once we had established that gender identity is within the purview of elementary education, we wanted to briefly highlight the social and emotional costs of unprepared schools. The personal narratives from Queer Youth Advice for Educators continued to be helpful on this point, especially when paired with GLSEN’s Harsh Realities: The Experiences of Transgender Youth in Our Nation’s Schools. Based on the 2007 National School Climate survey, this report speaks to educators in their language, linking harassment and lack of safety to poor educational outcomes.
In our case, we felt it prudent to follow the carrot of educational outcomes with the big stick of federal antidiscrimination law. Presumably most educators are already familiar with Title IX, the section of the Education Code that prohibits gender discrimination. We were excited to learn about a 2010 letter from the Department of Education that interprets Title IX as applying to gender-based discrimination that targets transgender students.
Title IX prohibits harassment of both male and female students regardless of the sex of the harasser—i.e., even if the harasser and target are members of the same sex. It also prohibits gender-based harassment, which may include acts of verbal, nonverbal, or physical aggression, intimidation, or hostility based on sex or sex-stereotyping. Thus, it can be sex discrimination if students are harassed either for exhibiting what is perceived as a stereotypical characteristic for their sex, or for failing to conform to stereotypical notions of masculinity and femininity. Title IX also prohibits sexual harassment and gender-based harassment of all students, regardless of the actual or perceived sexual orientation or gender identity of the harasser or target.
Special thanks to the National Center for Transgender Equality for making this letter available as a PDF on their blog.
Outlining best practices
At this point, we felt it was important to move into practical, proactive policy recommendations. For this particular educational context, our recommendations included the following:
- Honoring preferred name and pronouns
- Maintaining confidentiality
- Restroom accessibility
- Staff and faculty training
- Addressing gender inclusion in the curriculum
Our recommendations were based on personal experience as well as three excellent resources:
- GLSEN and NCTE’s Model District Policy for Transgender and Gender Nonconforming Students
- Miami-Dade County Public Schools Gender Resource Guide (available from the YES Institute)
- “The Education System and Your Family” from The Transgender Child
Curriculum for teachers and students
Initially, making suggestions for gender-inclusive curriculum seemed like the tallest order. After all, we live in Texas, a state that’s not exactly known for its progressive curriculum. Luckily, my friend Abe Louise Young alerted me toGender Doesn’t Limit You: A Research-Based Anti-Bullying Program for the Early Grades, which was developed by the Gender and Racial Attitudes Lab at the University of Texas and distributed through the Southern Poverty Law Center’s Teaching Tolerance program. While not explicitly designed to speak to transgender issues, these detailed lesson plans include case studies and rhyming scripts to help young children learn to analyze and respond to gender-based bullying, and many of the examples involve behaviors that don’t conform to rigid gender norms. As an added bonus, the rhyming scripts can be useful for teachers who need words to respond to gender bias and bullying on the spot in everyday classroom contexts.
We learned a great deal from our first training with elementary educators, and we hope to continue to work with more schools and to share resources with other people engaged in similar projects. Personally, I’d like to write some case studies based on experiences of elementary students who have transitioned at school. Do you have other suggestions for other resources or ideas to help us improve?
Paige Schilt has taught college students for 18 years and served as Interim Assistant Dean of Student Multicultural Affairs at Southwestern University in 2011-2012. Katy Koonce is a former school social worker and a psychotherapist in private practice.