Sex and Gender-based Systems

 

In reading through the Guidance for RI schools on Transgender and Gender Nonconforming Students, I found it interesting that Rhode Island was the second state to prohibit gender identity expression discrimination back in 2001. The comparative statistics noted on the first page regarding bullying, fear, mental illness, etc. were alarming. It is sad to see the negative effects on children who lack a supportive learning environment. Every student should feel safe, protected, accepted, and free to be themselves without fear or shame so that they can get the most out of their education and reach their full potential. 

I liked how Providence implemented Transgender and Gender Expansive Student Point Teams offering support, resources, and specialized training. I work for Warwick Public Schools (WPS). Both WPS and Providence policies are fairly similar and align with state guidance. WPS has not offered any specialized training to me in the five years I have worked there. I currently work at the elementary level and have had minimal experience working with transgender students. I feel like more training is needed. I started looking into resources and couldn’t find anything more than the policy. 

“When contacting the parent(s) or guardian(s) of a transgender student, school staff should use the student’s legal name and the pronoun corresponding to the student’s gender assigned at birth unless the student or parent (s)/guardian(s) have specified otherwise”. 

At my school, we use Aspen to document and store health records which does allow the students to choose a preferred name and gender. However, on the two occasions when we did have transgender students (I recall two fourth graders when I first started the job), they did not have their preferences in the system, it was just known to everyone. I remember writing their preferred name on a sticky note so I wouldn’t forget. It would have been helpful to have it readily available especially when contacting the parents. I sometimes made mistakes and the parent would nicely correct me. It would have been helpful to have had that information readily available in the system. It felt like the student's wishes were not taken that seriously by the teachers. I'm not sure if it was due to their age or the fact that they didn't have the tools to advocate for themselves. I remember thinking about the next year and wondering how I was going to approach the puberty lesson. Historically, the lessons were taught to boys and girls in separate classrooms. I never had to address it because the students ended up leaving the school. Since then, WPS has changed the puberty lesson to co-ed to be more inclusive and avoid situations where students feel they are singled out or uncomfortable choosing a group.

Queering Our Schools discusses the importance of creating safe learning spaces where everyone can feel accepted and nurtured. I had never heard of Sasha's story before. Though it was heartbreaking to read that Sasha suffered such a traumatic experience simply for wearing a skirt, it really shows how important it is for schools to create safe and accepting environments. I was impressed with Sasha's support of the other boy to be tried as a child instead of an adult. It really showed empathy and a desire for growth and learning rather than harsh punishment. I think open communication and integration of LGBTQ issues and people into schools will help to change the norm. Greater exposure leads to more comfort and once everyone settles in, we can create a more inclusive norm.  

Links:

https://www.aia.org/resource-center/inclusive-restrooms-locker-rooms-k-12-schools

https://www.mercurynews.com/2024/03/29/it-took-seven-years-for-this-san-jose-high-school-to-establish-a-gender-neutral-locker-room/

https://www.gladlaw.org/issues/discrimination-transgender-rights-rhode-island/

https://www.lgbtmap.org/equality-maps/safe_school_laws