I WANT THEM TO KNOW WHO THEY ARE IS OK:

SUPPORTING TRANS AND GENDER NON-CONFORMING STUDENTS

A GUIDE FOR PRIMARY AND SECONDARY SCHOOL EDUCATORS

TABLE OF CONTENTS
Introduction 2 Gender Identity and Expression: Terms and Concepts. 6 Experiences of Trans Students. 13 Teachers Speak Out 19 Scenarios.. 24 Recommendations... 34 Resources.. 38 About the Author. 46

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2011 Raimi Marx Reproduce and distribute freely, but please credit the author. To contact the author, email mtltransyouth@gmail.com or visit http://supporttransyouth.blogspot.com/.

INTRODUCTION
~~~
Many children and youth, as well as many adults, do not fit the mould of what a girl or boy is supposed to be. They do not express their gender in stereotypical or expected ways or identify with the gender assigned to them at birth. Obviously, these children are also part of our educational system and our schools. However, these students, and their unique experiences and needs, are all too often forgotten and ignored and thus they face innumerable hurdles and hardships that their peers may not. The purpose of this guide is to provide primary and secondary school educators and staff with the tools to be more supportive and inclusive of trans and gender non-conforming students. Gender identity in youth and children is not an easy topic to address for many reasons: because of educators lack of awareness and misinformation; because it might seem uncomfortable, difficult or overwhelming; and because there often seem to be more pressing or immediate concerns that need to be addressed. For these reasons, it might be tempting for many schools and educators to overlook or ignore this matter. However, it is important to know that these students do exist and that their struggles both personal and as a result of discrimination, harassment, and social exclusion are real and urgent. Fortunately, educators can make a big difference for these students by working to create a safer, more inclusive, and more supportive environment. There are no simple or straightforward answers about how to create a school environment such as this, but being better informed and aware is a good first step in making this possible. That is where this guide comes in. This document provides materials and information from a wide variety of sources to make them accessible to people who work with children and youth, especially within the school system. It translates knowledge from academic studies and texts, interviews with teachers, and resources for trans children and youth into concrete ways that you can begin to transform your school. Terms and concepts In order to effectively use this guide, it is important to familiarize yourself with a few definitions. Throughout this document, the words trans and gender non-conforming will be used to refer to people whose gender identity, behaviour, or expression is in some way different from the sex assigned to them at birth. For example, someone who was assigned male at birth may in fact identify as a girl, or may express their gender as a feminine boy, or may identify or express themselves androgynously, as neither a boy nor a girl. Two other important terms that are often used are transgender and transexual. These terms similarly refer to people who do not identify with or present themselves as the sex assigned to them at birth. Transgender and transexual people may or may not have taken steps to change their body through hormones, surgery, dress, and more. This guide will use the shortened trans to refer to both of these terms, though it is important to respect individuals chosen terms. More on these terms and other relevant definitions can be found in the next chapter, which is useful in order to understand more concepts presented in this guide. It is important here to distinguish between sexual identity and gender identity, as the two are often conflated and confused. There is a very wide spectrum of people who may fall under categories of trans and gender non-conforming, and those individuals can be heterosexual, homosexual, bisexual, queer, or any sexuality. Gender and sexuality are separate identities, but we often conflate them in our society. For instance, men who do not appear to be masculine enough are often called fags, a derogatory word referring to sexual preference. Homophobia,

then, is often based on perceptions of ones gender expression, not strictly on perceptions of ones sexuality. This is not, however, intended to deny all links between gender identity and sexual identity. It is true that, for many, gender nonconformity is bound up with sexual nonconformity. Butch lesbians are an example of this. The essential message here is that we cannot make assumptions about a persons sexuality based on their gender nor vice versa. However, the acronym LGBT (lesbian, gay, bisexual, transgender) that is used in much of the literature, and often in society, does not recognize the difference between gender and sexuality. Regardless of the links that sometimes exist between gender and sexual identities, this guide addresses the specific and unique experiences and needs of trans and gender non-conforming students, as distinct from the LGBT category. This guide will be useful for anyone hoping to support students who express their gender in non-normative ways or who identify with a gender other than the one assigned to them at birth, regardless of their sexual identity. One final note is that this guide refers most of the time to children and youth. While this may seem redundant to some people, this is to ensure that it covers all young people who may be enrolled in primary or secondary school. This is not to assume that young children will have the same kinds of experiences as older youth, or that the same kind of support will be needed. However, there are a number of actions suggested that you can take that will be supportive and useful for trans and gender non-conforming students of all ages. Chapters Chapter one, Gender Identity and Expression: Terms and Concepts, provides definitions, concepts, and some thoughts on how to be a good trans ally, or someone who supports and respects trans people even outside of the school setting. This chapter is based on a workshop provided by the Union for Gender Empowerment (UGE) at McGill University, which is intended to provide individuals and groups with basic information to begin the process of understanding gender identity and the experiences and struggles of trans people. Chapter two, Experiences of Trans Students, gets to the heart of the experiences of trans and gender non-conforming students, and examines the difficulties these children and youth face when they are not included, supported, or protected in schools. This chapter provides an overview of the information found in various scholarly articles, books, websites, interviews, and support organizations, including some statistics gleaned from the few studies of trans youth in North America. If you want to understand why addressing this topic is vital and why having a guide like this is useful, this chapter will give you the best understanding of what and where our education system is currently lacking in regard to trans and gender non-conforming students. The third chapter, Teachers Speak Out, is dedicated to interviews with a teacher, a support worker and a resource teacher in Montreal, based on their experiences working with trans or gender non-conforming students. The three educators are able to provide context and make this discussion more relatable for other educators. This chapter ends with a list of some of the suggestions and desires of the interviewees as to what they believe will help their schools to create safer spaces and to better support trans and gender non-conforming students. In chapter four, Scenarios, we arrive at the part of this guide meant to provide more concrete guidance. This chapter consists of a number of hypothetical situations that could arise in a school; they are all based on what the research shows and the interviews corroborate about the difficulties trans students have and the difficulties schools have in supporting them. Rather than supplying specific answers, each situation is followed by a series of questions to ask yourself if you are trying to address this particular issue in your own school. Definitive answers are not

provided because the solution will be different in each context and each situation. Hopefully, these questions will provide a framework with which to view gender identity in your school context, and will help you brainstorm ways to improve your own school so that unfortunate situations may not arise. While the scenarios provide many thoughts on how to address difficult situations when they arise, the Recommendations chapter provides more preventative measures for making your school safer and more inclusive. These suggestions are based on literature, interviews, and experience and are useful for staff and administrators. Of course, not every recommendation can be implemented in every school, and some are only possible with a great deal of hard work from individual staff members and the entire school community. If you are looking for concrete actions, policies, and practices that you or your school can consider implementing, this is where to look. The final section, Resources, is a comprehensive list of studies and academic publications, books, news articles, websites, and organizations for both educators and students. Many of these recourses were used as the theoretical and factual framework of this guide and all of them are useful for anyone hoping to learn more about gender identity and trans children and youth. There is even a section devoted to sources aimed at children and youth that provide ageappropriate positive representations of trans and gender non-conforming people. These resources offer ways to bring this mission to the entire school community, as well as ensure that trans and gender non-conforming students in your school have access to representations of themselves in their classrooms and libraries. Context and language This guide was produced in Montreal and was intended for use there, as well as anywhere else it is deemed applicable. Much of the literature addressing trans and gender non-conforming children and youth was published in the United States, though this guide references as many Canadian resources as possible. Therefore, although not all of the U.S. information is directly transferable to a Canadian context, and vice versa, this guide does assume a general North American context. It is also important to recognize that although this guide was produced with Montreal in mind, it is only written in English. This is a result of the authors language barriers, rather than any purposeful attempts to exclude the Francophone communities that make up the majority of Montreal. Still, it is important to remember that different contexts will lead to different student experiences and needs, as well as different accessible resources; this means that suggestions in English may not always work in French or other languages. Assumptions While it is extremely important not to make assumptions about people, there is one assumption that you should make about trans and gender non-conforming studentsthat they exist in your school. As The Youth-Gender Action Project argues, Dont wait until you get a trans student to create supportive policies and a welcoming environment. You already have trans students but do not know it yet. They simply may not be out because they perceive the environment to be unsafe and unwelcoming.1
1

Youth-Gender Action Project. Trans Youth at School: Y-GAP Community Bulletin. (2009). Accessed at <www.ctys.org/documents/YGAP_School.pdf>

This awareness highlights the importance of your efforts to improve your school, and provides a rationale for the importance of the task. Moreover, not only should you assume that trans and gender non-conforming students are in your school, you should also assume that there are trans and gender non-conforming parents or guardians in your school community, and trans or gender non-conforming staff in your school. Although this guide is limited in its scope, many of the concepts and recommendations for supporting and respecting trans children and youth apply to adults, including colleagues. Another word on assumptions this guide is meant to be accessible to beginners, or those who dont have much prior knowledge about gender identity. That being said, the author does not assume anything about the gender identity or expression of those reading or using this guide. Identifying as trans does not mean an individual knows how to support all trans and gender non-conforming children and youth, nor does it mean having all the answers to make schools safer and more inclusive. Thus, this guide is for everyone who wants to support trans and gender non-conforming students, regardless of their own gender identity.

GENDER IDENTITY AND EXPRESSION: TERMS AND CONCEPTS

This chapter is adapted from a workshop entitled Trans 101, given by the Union for Gender Empowerment (UGE), a student-run service at McGill University. The purpose of this chapter is to provide a basic understanding of terms and concepts related to gender identity and expression. This chapter also has some thoughts on how to be a good trans ally, or someone who supports and respects trans people. All of the ideas presented here are useful and relevant in school settings, but are also important and applicable in life and in regard to trans and gender non-conforming people of all ages. For a brief description of the UGE or contact information, please see the Resources section. Gender terms: None of the terms given below have a single dictionary definition. Meanings of terms such as these change all the time and can have different meanings and definitions in different contexts. If a person chooses to identify with a term, it is theirs to claim, whether or not you believe they fit this or any other definition. Gender: A fluid concept that refers to the expression, behaviour or identification of a person considered as masculine, feminine, androgynous or any mix thereof. Not necessarily dependent on the sex one is assigned at birth or on sexual characteristics. Different communities and cultures have different ways of thinking of gender and classifying people into different genders. Sex: The male or female (or intersex) classification that one is assigned at birth, usually based upon one's anatomy. Gender is commonly thought to follow from (or be synonymous with) this. Sex is often thought to be a much more concrete matter than it actually is. Even from a purely biological perspective, sex can be defined in term of chromosomes, genitals, hormones, or any combination, and there are always people who are male under one definition and female under another (see the term intersex for more on this). Sex assigned at birth/Assigned sex: This phrase refers to the sex or gender that doctors and/or parents determine for an individual at birth, usually based on genitals. This may or may not coincide with ones actual sex or gender identity. Gender identity: One's inner feelings of being a woman, man, or something else. Gender expression or presentation: How one expresses oneself, in terms of dress and/or behaviours that can be characterized in ways including (but not limited to) feminine and masculine. Sex/Gender Binary: The system that holds that there are, and should be, only two genders (man/male and woman/female) and that one's gender or most aspects of it are inevitably tied to assigned sex. Transgender: Used most often as an umbrella term to include the following: those whose gender identity, behaviour, or expression is different from their assigned sex; those whose gender
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changes at some point in their lives; those who identify as a gender outside the man/woman binary; those who have no gender or multiple genders; those who perform play with gender (e.g. in drag contexts); and others. Trans(s)sexual: Those who identify as a sex that is different from the sex they were assigned at birth. Many pursue hormonal and/or surgical interventions to change their body, but not all those who do identify as transsexual, and not all those who identify as transexual will pursue medical interventions. Trans: A term commonly used to refer to transgendered and/or transexual people. While it is often used as an umbrella term, some people identify just as trans. Can be used to form other words such as transkids, transpeople, transboy, transgirl, etc. This guide uses trans to refer to anyone who might identify as transgender, transexual or gender non-normative, though it is important to remember that not all individuals in those categories self identify with this term. Sometimes written as trans* to imply all of the possible suffixes. Cisgender: Identifying with the gender assigned to you at birth. Some people say nontransgender. In scientific terms, cis means on the same side" and trans means on the other side. Gender non-conforming or gender variant: Terms for individuals whose gender expression is different from or does not conform to societal expectations of their assigned gender. This word is more commonly used as a description rather than an identity, though not exclusively. Gender-neutral: Refers to language, spaces and activities that are not based on the gender binary. For instance, some people use gender-neutral pronouns and names because they do not identify as men or women. Another common example is gender-neutral washrooms, which allow people of any gender to use them. Normative/non-normative: Normative refers to those concepts, identities or behaviours that are considered the norm, or what is expected, valued and considered appropriate in society. Nonnormative refers to those concepts, identities and behaviours that are not of the norm. Transition: The process of changing one's gender expression. It may include any combination of coming out; changing one's dress, appearance, and mannerisms; changing one's name and/or pronouns; taking hormones; and/or getting surgery. Passing: the act of living and/or being perceived as a certain gender, sexuality, etc. This is often used to refer to succeeding at presenting one's gender of choice to other people. While many people find passing a positive experience, people can also sometimes pass as certain identities even when they dont want to. This term also implies the expectation that people should have to pass as a certain gender to do well or be accepted in society. Transman: a trans person identifying or living as a man. Often will simply identify as a man without the prefix 'trans'.

Transwoman: a trans person identifying or living as a woman. Often will simply identify as a woman without the prefix 'trans'. Genderqueer: A term used to refer to non-normative gender identities. It can be used as an umbrella term to cover all gender identities other than man-born-male and woman-born-female, or can be used to refer to a specific gender that is neither man nor woman. The terms 'gender variant', 'gender outlaw', 'omnigendered', 'polygendered', and more all refer to people falling under the genderqueer umbrella. Two-spirit: A term used among many Native American and Canadian First Nations to refer to people whose gender non-conforming sexualities and/or gender identities fall outside of the norms of colonialist non-native mainstream culture. While this concept might overlap with our concept of queer or genderqueer, the specific meanings associated with this term by different Indigenous peoples can only be properly understood within the context of their specific cultural frameworks. Crossdresser: A person who crosses gender boundaries by the way they dress, at least partially or part of the time (for instance, a man who wears dresses). While some people may identify with the term transvestite, crossdresser is often considered a more neutral term. Drag King: a person who performs a masculine role but may or may not have any masculine expression in their everyday life generally in reference to a stage performance. Drag Queen: a person who performs a feminine role but may or may not have any feminine expression in their everyday life generally in reference to a stage performance. Ally: a person who actively supports the struggles of a minority or oppressed identity group (such as transpeople), but may not be a member of that group themselves. Everyone has to learn how to be an ally, even trans people. Intersex: Term for people who are born with or develop primary and secondary sex characteristics that do not fit neatly into society's definitions of male or female. Many intersex babies/children receive surgical intervention (without their consent and sometimes without their knowledge) to make their sex characteristics conform to binary expectations. While people may identify with the term hermaphrodite, intersex is considered a more neutral term2. Although intersex is often conflated or lumped together with trans, intersex people do not necessarily identify as trans. Queer: A term that was once (and in some places still is) derogatory, but has been reclaimed to refer to those of non-normative sexualities or genders. Is often used in place of umbrella acronyms such as LGBT and can refer to gays, lesbians, bisexuals, trans people, allies, fetishists, and others although some people simply identify as queer and nothing else. Not all people in the above subcategories identify as queer, and many people not in the above groups do. This
2

For an explanation of the difference between intersex and hermaphrodite, please see On the Word Hermaphrodite by the Intersex Society of North America at http://www.isna.org/node/16

refers to sexual identity rather than gender identity, but is included in this list because it is often conflated with or grouped with gender identities. Transphobia: Fear, dislike, or prejudicial judgement of trans people. Often results in offensive or hurtful language, harassment and bullying, and other discriminatory actions. Intersectionality: A concept that refers to the idea that all identities and social categories interact or connect in peoples lives and experiences. This is often used in terms of oppressed or marginalized identities and groups. For instance, trans individuals also have a race, class, sexuality, physical and mental ability, religion, etc. that all affect and interact with their gender identities and experiences. How to be a good trans ally These suggestions are sometimes difficult for those who dont have much experience talking about trans identities or issues, but it is important to try. Some of the suggestions might feel like big requests, so it is important to consider why you feel these suggestions are so difficult before dismissing them. Although many of these suggestions begin with dont, being a good trans ally is not only about negatives or avoiding certain things; it is and should be a positive and constructive way of acting. Do use the right pronouns and names. This may be hard when you are used to a certain name and pronoun for an individual and it changes, so it is important to make the effort, and to apologize if you mess up. Dont ask transpeople what their real name is (i.e. the one they were assigned at birth). Do find out when and where it is safe to use trans peoples chosen name and pronouns. For instance if a transperson is NOT out to certain people or in certain contexts, ask them how you should refer to them in that context. Dont out a trans person as trans, i.e., if someone is living as a girl, refer to them as such, rather than as a transgirl or trans. Dont use terms like real girl/boy or woman/man. Instead, use trans and non-trans (or cisgender). Also use male/female assigned at birth rather than born as a girl/boy." Dont confuse gender with sexual preference. Trans people are straight, gay, bi, queer, asexual, etc. Gender is not necessarily tied to sexual preference, and as with any non-trans person there are a million ways to express desire. Dont assume things about peoples sexuality based on their gender, or their gender based on their sexuality. Do educate yourself. It should not be the responsibility of trans people, or any marginalized group, to always have to provide education. Dont ask transpeople about their bodies or genitals or if they have had surgery or are on hormones, unless they have made it clear they are willing to talk about it. You would never presume to be able to ask such personal questions of non-trans/cisgender people, and it is just as inappropriate in this case. Dont make assumptions about how all trans people live or express their gender. For instance, dont assume that the only way to transition is through hormones/surgery or that all trans people want hormones or surgery. Dont tell transpeople what is appropriate to their gender, i.e., telling transgirls that they should grow out their hair and wear dresses to pass.

Dont assume all transpeople identify as men or women. Many trans people and genderqueer people identify as both, neither, or as something altogether different. On the other hand, dont assume that all transpeople or genderqueer people are trying to do away with all gender. Some people feel very comfortable identifying as men and women and telling them that gender is irrelevant is delegitimizing of their identities. Dont assume trans people feel trapped in the wrong body. This is an oversimplification and not the way (all) transpeople feel. Do recognize the privileges that normatively gendered individuals/cisgender people have. If you are normatively gendered, recognize your privilege and assumptions (See Cisgender/Non-trans Privileges below for more on this). Do listen if a transperson chooses to talk to you about their identity, without placing your own theory, judgments, beliefs, etc. on them. Do think about whether non-normative genders make you uncomfortable and question yourself as to why. Do recognize the diversity of trans and genderqueer lives. Remember that these identities are part of other identities, and often intersect with race, class, sexual preference, etc. Do talk about trans issues and rights. Engage people in discussions and share your knowledge. The majority of the information people have surrounding transpeople is based on stereotypes and assumptions. Do provide resources to anyone who is questioning their gender or is curious or interested in gender. Offer materials and any references you know, as well as a sympathetic ear, encouragement and enthusiasm. Above all, respect and support trans people in their lives and choices.

Cisgender/non-trans privileges More often than not, non-trans people are unaware of their privilege of being normatively gendered. They are unaware of the ignorance, hatred and oppression that trans people experience by default of being non-normatively gendered. This list provides some of the privileges advantages and benefitsfrom which cisgender/non-trans people may benefit, but it is by no means exhaustive. Not every cisgender or non-trans person may benefit from these privileges all the time or in all places, and not all trans people will suffer from the related oppressions or barriers. This list can allow you to think about how the world is structured to the benefit of cisgender people and to the detriment of trans people and other marginalized communities. Though this list is focused on non-trans privileges, many of these points may also apply to a variety of other sources of privilege, such as race, class, sexuality, religion, dis/ability, and so on. As a cisgender/non-trans person 1. Strangers dont assume they can ask me what my genitals look like. 2. My validity as a man/woman/human is not based upon how much surgery Ive had or how well I pass. 3. I do not have to constantly fear discrimination, hurtful language, and violence in society. 4. I am not excluded from events or spaces which are explicitly or implicitly for cisgendered people only, i.e., washrooms, locker rooms, sports teams, (womens) shelters, etc. 5. I can assume that non-discrimination laws and policies will help to protect me and will refer to the discrimination I encounter.

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6. I can expect that people will take my gender identity seriously and not disregard it as a joke, a sin, or as impossible. 7. My identification cards (school I.D., drivers license, passport, etc.) have the correct information about me, and cannot inadvertently out my gender identity. 8. I am not expected to constantly defend my medical decisions. 9. Strangers do not ask me what my real name is and then assume that they have a right to call me by that name. 10. People do not disrespect me by using incorrect pronouns ever after theyve been corrected. 11. I do not have to worry about whether I will be able to find a safe bathroom to use. 12. I do not have to choose between either invisibility (passing) or being consistently othered and/or tokenized based on my gender. 13. I am not told that my sexual orientation and gender identity are mutually exclusive. 14. If I end up in the emergency room, I do not have to worry that my gender will keep me from receiving appropriate treatment, nor will all of my medical issues be seen as a product of my gender. 15. When I express my internal identities in my daily life, I am not considered mentally ill by the medical establishment or society. 16. I am not required to undergo extensive psychological evaluation in order to receive basic medical care. 17. People do not use me as a scapegoat for their own unresolved gender issues. 18. I can expect to see positive representations of myself in the media and in education. 19. I do not have to worry about being disowned or mistreated by my family because of my gender identity. Pronouns and names Names and pronouns can be a sensitive topic, one that is sometimes difficult or confusing for non-trans/cisgender people. If a person has indicated that they like a particular pronoun, it is imperative that you use it, even if it is not the pronoun that you would have expected. This is a matter of respect and dignity. If you are unsure of someone's pronoun preference, it can be ok to ask politely and respectfully. When someone you know changes their name and/or pronoun after you have known them for some time, it can take getting used to; no one is expected to be perfect, so it is understandable if you slip up. If you use the incorrect name or pronoun for an individual, simply apologize and try not to use it again. Many trans and gender non-conforming people use standard pronouns like "he" or "she." Others enjoy using a mix of he and she. Still others would like to be referred to by their names, or third-person plural (they/them, sometimes called singular they) or by another gender-neutral pronoun such as ze/hir. People choose their pronouns based on numerous factors. Sometimes it's a matter of comfort, sometimes it's political motivation and sometimes it's personal. Genderneutral pronouns can be hard to adjust to, but it is still a matter of respect to do it. Although some people claim it is grammatically incorrect or sounds weird, remember that we often use the singular they in causal speech when we are referring to an individual whose gender we dont know. Similarly, if someone goes by another pronoun you have not heard before, ask if you need help understanding how to use it, but dont focus on how hard it is, or how it makes you feel uncomfortable. Below is a chart explaining how to use and pronounce some of the more common gender-neutral pronouns.

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Gender Neutral Pronouns3.

Nominative (subject) She He Singular they Spivak (Ey)4 Ze and hir5 Zie6 She laughed He laughed They laughed Ey laughed Ze laughed Zie laughed Accusative (object) I called her I called him I called them I called em I called hir I called zir Possessive adjective Her eyes gleam His eyes gleam Their eyes gleam Eir eyes gleam Hir eyes gleam Zir eyes gleam Possessive pronoun That is hers That is his That is theirs That is eirs That is hirs That is zirs Reflexive She likes herself He likes himself They like themself/themselves Ey likes emself Ze likes hirself Zie likes zirself

Accessed at http://en.wikipedia.org/wiki/Gender-neutral_pronoun. For more information on gender-neutral pronouns, you can also visit http://aetherlumina.com/gnp/ for frequently asked questions, history, declension charts, examples, and references. 4 Ey is pronounced like they without the th 5 Ze is usually pronounced as zee and hir is pronounced as here 6 Zie is pronounced as zee or see

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EXPERIENCES OF TRANS STUDENTS

This chapter addresses some basic questions. How are our schools failing trans and gender non-conforming youth? In what ways are these youth affected by schools ignorance and lack of attention to their specific experiences and needs? In short, why is this guide needed? This section provides students perspectives on their experiences as trans and gender nonconforming individuals in their schools and with their teachers. This might be a difficult section to read because it mentions a number of frightening statistics and facts about the state of our schools in regard to trans students safety and security. However, it is important to understand the reality of the situation for many trans and gender non-conforming youth in order to begin to make it better. It should also be recognized that nothing said here is meant to vilify or blame educators as individuals; most educators believe they are doing their best or simply do not know that there are things they can do better. This information is provided to explain why teachers need to keep striving to do better for these youth. Acknowledging trans children and youth Many people, educators included, dont seem to believe that anyone could possibly be sure of their trans or non-conforming gender identity before becoming an adult, and this belief may be used as justification to not address gender identity in schools. However, this guide takes as one of its major assumptions that children and youth know themselves best, even at a young age, and can be trusted to know their gender identity. One study suggests that the average age at which transgender people become aware that they are transgender is around 8 years old, and that more than 80% of transgender people become aware they are transgender before they leave primary school (Kennedy and Hellen, p. 27). Therefore, not only is it possible for youth to have non-normative gender identities and expressions but, in fact, it is most likely that if an individual is trans, they will be becoming aware of this some time during their primary or secondary school career. Moreover, not only do many trans and gender non-conforming people become aware of their unique situation at a young age, most of these individuals also become aware that their identity is deemed unacceptable early on. Those who are conscious of their non-conforming gender identity at a young age are made very aware that they risk suffering socially and are made to assume that being trans or gender non-conforming is unacceptable to everyone, not just some people (Kennedy and Hellen, p. 31). Therefore, schools that are not explicit in deeming trans identities as valid may inadvertently be reinforcing these childrens and youths fears of complete rejection. It is interesting to note that while the majority of trans and gender non-conforming individuals become aware of their identities at a young age, Kennedy and Hellen show that there is an average delay of 7.5 years between becoming aware of this identity, and learning any words or concepts to describe it. In other words, you are likely to come across young children who know they are different in some way, but they will not have any words to describe thisa situation that may be reproduced by schooling that avoids teaching and talking about gender. Unfortunately, those children who know they are different but havent yet learned the words or concepts for this might believe they are the only such children in existence (Kennedy and Hellen). This feeling can effectively isolate and alienate them from their peers, and prevent them from seeking support.

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Realities for trans students Now that we have established that trans and gender non-conforming children and youth exist and are most likely already thinking about gender identity (even if its not obvious to you), we can delve into some of the difficulties these individuals face in their schools. The information and statistics in this section are based mostly on two studies: Youth Speak Up About Homophobia and Transphobia: The First National Climate Survey on Homophobia in Canadian Schools by Egale Canada Human Rights Trust and Harsh Realities: The Experiences of Transgender Youth in Our Nations Schools by the Gay, Lesbian and Straight Education Network (GLSEN) located in the United States. Even in the two different contexts, the results were nearly identical. In addition, the Y-Gap Community Bulletin, Trans Youth At School, and Elizabeth J. Meyers book, Gender and Sexual Diversity in Schools, were instrumental in informing this chapter. 95% of trans students feel unsafe in school. This frightening statistic is in comparison to 75% of lesbian, gay and bisexual (LGB) non-trans youth who feel unsafe, and 20% of straight, non-trans youth who feel unsafe. It should be clear from this number alone that things are drastically wrong for trans and gender non-conforming students. The following information and statistics begin to paint a picture of some of the reasons these individuals might feel so unsafe. 90% of trans students report verbal harassment and approximately half report physical harassment because of their gender expression. Egale Canada mentions that these students find many places in their schools unsafe, but especially change rooms, washrooms, and hallways. As well, classrooms, gyms, schoolyards, stairwells and cafeterias seem unsafe to over 40% of trans students. The Youth Gender Action Project in Toronto even notes that some trans and gender non-conforming youth receive death threats as a result of their gender identity. Of the trans participants in the Canadian study, 56.4% report at least one instance of sexual harassment. In the U.S. context, that number jumped to 76% of trans participants reporting sexual harassment. Of course, their LGB and straight, non-trans peers are likely to report some amounts of verbal, physical and sexual harassment, and no one should have to experience these horrors. However, the extraordinarily and comparatively high numbers of trans participants who report these experiences show that there is a frightening and unique singling out of trans and gender non-conforming students by their peers. It is not only direct and targeted harassment or bullying that makes schools feel unsafe. One-third of trans students hear daily comments about boys not being masculine enough or girls not being feminine enough, significantly more often than even their LGB non-trans peers. Individuals dont need to be directly targeted by transphobic language and derogatory terms about gender and sexuality, as all students are inundated with hurtful language every day in schools. According to the participants in both surveys, even teachers sometimes use derogatory language about LGBT people (whether they mean to be offensive or not). According to Egale Canadas survey, 40% of trans students find this language upsetting, even more than their LGB peers, possibly because they relate this language to the physical and verbal harassment they encounter. Unsurprisingly, these students report that over half of other students never intervene when derogatory language about gender or sexuality is used, once again highlighting the need for gender education. Both surveys cite high amounts of homophobic and transphobic graffiti (some of which specifically names individuals), rumours and lies being spread about non-conforming students, trans students property being stolen or damaged, harassment through text message and on the internet (often referred to as cyberbullying), and other forms of ongoing

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harassment that are outside teacher and staff view. Even the most supportive and aware teachers cannot be present all the time, and students may make the most of the times they are not being observed to harass and bully their peers. Once again, this underscores the need for preventative education and support work rather than expecting each individual educator to be able to intervene in every instance of harassment that occurs. 92% of trans youth have felt deliberately excluded or left out by other students, but peer interactions and aggression are not the only things that contribute to an overall unwelcoming and unsafe environment for trans and gender non-conforming students. Only onetenth of trans students in the U.S. study reported that LGBT-related issues were included in their curriculum. This lack, according to YGAP, further isolates them and feeds misinformation about their identities within the school community. Most trans and gender non-conforming students do not feel comfortable talking to school staff or their parents about gender issues, and one-fourth of these individuals do not even have a close friend to talk to. This fear of disclosing their identity can prevent them from participating in the school community to the same extent as their peers. Intersections of identity It is important to remember that gender identity does not happen in isolation of other aspects of identity, nor does gender-based harassment, bullying or exclusion happen in isolation from other forms of oppression and aggression. All aspects of identity interact and are meaningful for individuals, and they all interrelate with how people experience the world and how they are treated in it. Therefore, trans and gender non-conforming students also have race, class, religion, sexuality, physical and mental ability, and many more markers that are important to how they experience the world and how they are included in it. According to GLSEN, trans students often felt unsafe in school not just because of their gender identity, but because of multiple characteristics that intersect with it. For instance, 25% of those surveyed also felt unsafe because of actual or perceived religion, 15% felt unsafe because of actual or perceived race or ethnicity and 9% felt unsafe because of an actual or perceived disability. This does not only mean that these students felt targeted as trans or gender nonconforming and then separately targeted for another aspect of their identity, but that they might feel targeted and unsafe based on their complex identity comprised of all of their characteristics. Similarly, their peers wont only see them as a trans individual, but as a trans individual of a certain race, class, sexuality, etc. Interestingly, trans students reported higher levels of victimization based on other characteristics than their non-trans LGB peers, according to the GLSEN survey. It is possible that because these students are already targeted more for their gender identity and expression, they are likely to face victimization for all aspects of their identities at similar rates, further emphasizing the importance of addressing all aspects of identity when talking about or with trans and gender non-conforming people. Finally, it is important to mention the lack of data about trans and gender non-conforming youth who are further marginalized in other ways. For example, the GLSEN survey in the U.S. had a sample that was 64% white participants, and students were most likely to attend schools in urban areas and live in districts with low levels of poverty. The Egale survey in Canada mentions that over half of its participants lived in small cities or suburban areas, and that the Maritimes, Quebec and the territories were severely underrepresented in the sample. This survey does not even mention race or class breakdowns of the participants. Therefore, it is hard to definitively extrapolate the results to all trans and gender non-conforming individuals, especially those who

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face multiple forms of marginalization or oppression in their lives. Thus, this presents all the more reason to think critically about the unique experiences and multiple needs of these youth and for educators to continually question what they might not be seeing or understanding. Moreover, it is important to try not to assume that one aspect of a youths identity (even their gender identity) is more important or meaningful to them or their peers than other factors. Effects The facts and statistics above speak for themselves about why school environments can be so harmful to trans and gender non-conforming students. Clearly, these individuals are experiencing physical and emotional violence, fear, and feelings of isolation at least in part because of their school experiences. These experiences can be emotionally and physically hurtful and frightening, and can affect their educational life as well. For instance, nearly 50% of trans students in the Egale survey have skipped school because they felt unsafe. In addition, high instances of harassment are related to lower academic performance, decreased educational aspirations (such as the desire to attend university), and higher rates of dropping out than their peers. Moreover, as a result of this violence and marginalization, trans and gender nonconforming students are less likely to feel a part of their school community. In the Egale survey, over one-third of the trans participants strongly agreed that they feel very depressed about their school and they do not belong there, which is four times more likely than their non-LGBT peers. This is especially troubling in light of the research that indicates that a sense of belonging in school is connected to lower suicide rates. The Egale study references numerous other studies and publications which indicate that trans youth have an alarmingly high rate of suicidality, or suicidal thoughts and attempts (p. 55). Therefore, by attempting to ensure that trans and gender non-conforming students feel safe and included in their school, educators might be able to address this alarming situation. The role of educators Once again, none of this information is meant to blame individual educators, but rather to reinforce how dire this situation can be when it is not taken seriously. However, it is vital to acknowledge what educators are doing poorly in general, in order to understand what you can do better. Based on the two surveys, there seem to be three major ways in which educators are not supporting trans and gender non-conforming students as much as they could. First, they often do not respond, or do not respond well, to the harassment and abuse that these students face at the hands of their peers. According to Egale, 50% of trans survey participants reported that staff never intervened when homophobic or transphobic comments were made by other students. Only half of these individuals then reported being victimized to school authorities, and only one-third of those who reported believed their situation would be dealt with effectively. Unfortunately, the next way in which educators are failing to make trans and gender nonconforming youth feel safer is by actually engaging in transphobic or otherwise harmful actions and language themselves. One-third of the trans participants in the GLSEN study have even heard their own teachers make what they deemed to be homophobic or sexist comments, or negative comments about individuals gender expression. Of course, this is not to say that these teachers meant to be offensive or that they knew what they were saying could be construed that

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way. However, it does show the need for educators to think critically about their own assumptions and language. Finally, what trans and gender non-conforming youth are desperately missing in many cases is mentorship and school staff they can talk to. The GLSEN survey found that many of these youth did in fact identify one supportive person on their school staff, but only one-third felt that they had more than one supportive staff member. Furthermore, more youth confide in their teachers than in school support workers, not necessarily because they feel more comfortable doing so (which many reported they dont), but possibly because they have more opportunities to do so. This means that support workers do not often seem accessible, and teachers often do not make it clear they can and will be supportive. All youth deserve to have adults they feel comfortable with and can get guidance from, and as it stands now, many trans and gender nonconforming youth are not getting this from their school staff. Of course, this may be due in large part to a lack of awareness or comfort with gender issues on the part of educators. Although many more educators may be willing to support and mentor these youth, students may not be aware of this, or believe it. Therefore, it is vital for you to be clear that you want to be an advocate for your trans and gender non-conforming students so they know they have an ally in school. School structure, policy, and practice Of course, the responsibility should not only lie with individual educators, as school policy and practice is just as essential in influencing the school environment. While approximately half of the students in the U.S. study reported that their schools have antiharassment policies, only one-tenth of those specifically mention gender identity or expression. And according to the Canadian survey, even in schools that do have more explicit policies, many youth do not know they exist. Coupled with the lack of resources and curricula to address gender identity, schools are structured in such a way as to make the existence and experiences of trans and gender non-conforming youth invisible. In addition, many schools do not have policies or methods to deal with the gendered nature of school structure and activities. For instance, many trans and gender variant youth struggle with whether or not they will be allowed to use the washroom of their gender identity and whether they will even be safe in either washroom. Change rooms present similar difficulties. School uniforms and dress can also prevent some youth from dressing as the gender of their identity, as many schools insist that students dress as the gender that they were enrolled as, regardless of this is how the students identify. This can embarrass and out students who may not wish to broadcast their trans identity. Promising trends Thankfully, schools seem to be moving in a positive direction in some ways. The Egale survey shows that current students reported fewer unsafe spaces than past students and that staff are more likely to intervene in transphobic instances than in the past. While unsafe spaces still absolutely exist and some teachers are still not intervening on behalf of trans and gender nonconforming students consistently, there is now some evidence of improvement. Moreover, both the Egale and the GLSEN survey show that schools with comprehensive and inclusive policies show lower levels of harassment, less offensive language, more staff interventions, and students who feel more comfortable reporting harassment to staff. Students who believe that their school has such a policy are more likely to feel that their school is supportive of LGBT people. Generic

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policies that do not explicitly mention gender and sexuality, however, are not effective in creating a safer environment for trans and gender non-conforming youth. Elizabeth Meyer (2010) reminds us that policy and curriculum are not the only factors determining how safe students feel in schools. She explains, The climate of a school can have a greater and longer-lasting impact on students lives than the official curriculum; however, it is often overlooked. It infuses all aspects of students experiences: physical and emotional safety, academic and personal success, motivation and engagement, as well as whether they feel visible and valued by the peers and teachers (p. 115). So, even as we examine how policies, curriculum, and school structure are treating trans and gender non-conforming students, it is important not to forget about the whole package of a school environment. Having an anti-harassment policy that mentions gender identity or a class that mentions trans people is not enough if this inclusion is not carried all the way throughout the school in practice. Creating a supportive and inclusive environment is vital to moving past the terrifying situation described at the start of this chapter. All of the research shows that the more trans and gender non-conforming students feel able to participate safely and fully in their school community, the more they feel they belong there. Meyer says that students in schools that create this kind of positive environment also show higher levels of academic success (p. 112). Trans and gender non-conforming children and youth can be extremely resilient, especially when given the resources and opportunity to be who they are and know that their school is on their side.

Citations Egale Canada. Youth Speak Up About Homophobia and Transphobia: The First National Climate Survey on Homophobia in Canadian Schools, Phase One Report. 2009. <http://www.egale.ca/index.asp?lang=E&menu=4&item=1401> GLSEN. Harsh Realities: The Experiences of Transgender Youth in Our Nations Schools. 2009. < http://www.glsen.org/> Kennedy, Natacha and Hellen, Mark. Transgender Children: More Than a Theoretical Challenge. Graduate Journal of Social Science. 7.2 (2010): 25-43. Meyer, Elizabeth J. Gender and Sexual Diversity in Schools. New York: Springer, 2010. Youth-Gender Action Project. Trans Youth at School: Y-GAP Community Bulletin. (2009). Retreieved from <www.ctys.org/documents/YGAP_School.pdf>

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TEACHERS SPEAK OUT

This chapter is based on interviews with three educators in Montreal and their experiences working with trans and gender non-conforming students. The purpose of these interviews was to gain a better understanding of what educators feel are the difficulties in supporting trans and gender non-conforming students, as they can provide the most realistic perspective on mechanisms of support that are feasible for educators. These are true7 stories and descriptions of what it is like in schools today for trans and gender non-conforming students, and for educators who are trying to support them. As has already been mentioned in Experiences of Trans Students, school can be a dangerous, uncomfortable, and unwelcoming place for trans and gender non-conforming students. These interviews show that while many teachers want to improve this situation, they are at a loss as to how they can. This chapter will cover how some current teachers in Montreal view the situation. It will address how they and their colleagues respond to gender non-conforming students, what those interviewed think their schools are doing poorly, and what they believe their schools are doing well. Finally, it will briefly consider some of the requests, suggestions, and thoughts concerning what can be improved in their schools and how these changes can be carried out (more on this can be found in the Recommendations chapter). The three teachers interviewed corroborated many of the facts and statistics in the chapter on students experiences and gave some real-life examples of the ways in which these difficulties actually play out for individual students. Of course, because these stories came from educators perspectives, they concentrate more on the role school staff play in these situations. In other words, while all three interviewees mentioned the difficulties that trans and gender nonconforming students have with their peers, they also focused on the ways in which school staff influence whether or not trans and gender non-conforming students feel safe and accepted. Dolls are for girls Each of the interviewees had one or two situations in particular that they used as a lens through which to examine gender identity in their schools and how they and other educators dealt with non-normative gender identities and expressions. E.S. is a teacher in a primary school in what she describes as an inner-city community. She has been working with a young boy who presented a non-normative gender expression at an early age. She describes him as a child who loves stereotypically girly things, including nail polish and make-up, fashion, dolls, princesses and unicorns. Unfortunately, he does not seem to have any friends of his age, although it was unclear how much this had to do with his gender expression, and how much it had to do with other unique educational needs. In the hope of encouraging this child to be more normal so that other children would be less likely to bully him and more likely to be his friend, many teachers forbade him from playing his favourite girl games or doing activities that were considered inappropriate for boys. Being a small child, he felt he was being punished and did not understand what he had done wrong, although the teachers saw it as a necessary action for his own inclusion and well-being. A similar situation was described by M.J., a teacher in an alternative high school with a number of disadvantaged and struggling youth. She described two students who present as girls
7

All names are replaced with pseudonymous initials and minor details have been changed in order to protect the identities of individuals and their school communities.

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in school, though they dress and act in a decidedly masculine manner, and may or may not actually identify as women in their personal lives. Although the youth M.J. describes are fortunate enough to be accepted among their peers, their gender expression seemed to be a point of contention with some teachers. She mentioned numerous instances of other staff telling the students that they were very beautiful girls, and would be more beautiful if they dressed in a more feminine manner. Once again, these teachers meant no harm, and believed they were being supportive of these students by encouraging normalized behaviours they believed would help these students fit in in the world. Even if the purpose of these actions is to help students fit in or not to be bullied, the interviewees felt that such attempts to force students into normative moulds do not allow them to be themselves. These actions might inadvertently tell young people that they are wrong being who they are, and that their gender identity or expression is wrong and will alienate them from others. It is worth noting that all three teachers mentioned that transgirls (people who were assigned male at birth and identify as girls) or boys with a more feminine gender expression might have an especially hard time being accepted by peers and adults. For instance, M.J. talked about how, because her alternative school is full of marginalized youth, being strong, confident, and tough is necessary for survival. Therefore, girls who present as more masculine are accepted because they are being read as tough girls, which they need to be. However, if a boy were to present as more feminine, he might be seen as weak, and thus not worthy of respect or acceptance. S.W., a support worker in a financially marginalized high school, expressed a similar concern. She described situations at her school in which girls cross-dressing as boys for costume was completely acceptable, whereas boys who cross-dressed as girls for costume, or even boys who wore make-up as part of their daily expression were treated with hostility or concern from administration. Were not going to win this battle, so were just going to let it go It is not only the direct comments or actions of school staff that have an effect on students. Not acting to prevent or respond to transphobia in schools can be just as harmful. S.W. says that when transphobic and homophobic comments or language are used in her school, many teachers do not intervene. The lack of response, she believes, is not a result of uncaring or insensitive staff, but rather a staff that does not know how to respond. Educators may be afraid to intervene when words like fag are used to describe people whose gender expression is not normative because they do not know how to explain why it is wrong. Not having the language or understanding about gender identities means that some educators can only say dont do that, but do not know how to explain transphobia or trans identities; rather than intervening without having any explanation as to why they are doing so, many educators simply wont do or say anything. Additionally, S.W. explains that many of her colleagues may feel they are fighting a losing battle in trying to change students language, and so they may as well let things slide. It seems that many educators feel that this kind of offensive language is just part of young peoples vernacular now, and trying to change that is not feasible. Teachers are always playing defence, theyre never playing offense All three interviewees agreed that while some educators may believe that trans and gender non-conforming students are struggling, many do not see the situation as urgent, or they believe there are more pressing issues they must address first. M.J. says she feels that teachers are always playing defence by responding to issues as they become explicit, rather than

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playing offense by pre-empting discrimination from happening. Thus, because often trans students are often not visible or not out, some educators may not realize this is an issue that needs to be taken seriously now. All school communities are constantly struggling with a number of on-going issues fighting, gangs, drug use, poverty, and students who do not have enough to eat, are just some of these possible struggles. Thus, issues specific to trans youth often fall to the wayside in favour of seemingly more urgent issues. Because S.W. works in a financially marginalized community, she says that her administration might think that ensuring all students have breakfast is more essential than dealing with gender identity. However, S.W. said that some of her students find the difficulties they face as a result of their gender more important or urgent than whether or not they had breakfast. Of course, this should not be a competition of which issues are more important than others, but it serves to show that adults cannot always know what students find to be the most pressing issues in their lives. More importantly, these students all have many issues and struggles going on in their lives, many of which cannot be separated from one another. M.J. agrees that at her school, staff might often be unaware of gender-related issues because there are so many issues going on at any given time that it is hard to keep track and be aware of everything. This highlights the need to raise awareness among educators, so that issues of inclusivity and sensitivity for trans students are consistently considered in conjunction with other issues. "This issue was there all along and we never addressed it" S.W. was clear in her belief that simply having policies that address discrimination or bullying may not be enough. She says that in some ways, schools, such as her own, are covering their asses through these policies, but the practice is very different. A policy may seem to be allinclusive, but these policies wont do much for a population of students that many educators dont even know exist. Awareness and effort are necessary for these policies to be effective. S.W. believes that well-publicized campaigns such as the It Gets Better Project8 make a big impact for many educators because they show how dire the situation really is. In other words, she believes that providing a rationale for creating more trans-inclusive schools should be the first step. According to S.W., it is necessary to show educators that these students exist but are often made invisible by societal and school expectations (just because a student presents as a boy in front of you, doesnt mean that student identifies as such), and to show the difficulties that these students might face as a result of lack of recognition of their gender identities and expressions. In doing so, more educators and school staff will better understand the realities of trans and gender non-conforming students, and will be better equipped to respond. If someone says this is the best thing for this student, everyone falls in line These interviews did not present an entirely discouraging perspective. On the contrary, all three individuals felt strongly that there was hope in their schools. All three mentioned that there were other staff in their schools that not only wanted to support these students, but that if they were given more information and guidance, they truly might be able to make a difference in how
8

The website www.itgetsbetter.org is a place where young people who are lesbian, gay, bi, or trans can see how love and happiness can be a reality in their future. Its a place where our straight allies can visit and support their friends and family members. Its a place where people can share their stories, take the It Gets Better Project pledge, watch videos of love and support, and seek help through the Trevor Project and GLSEN. From http://www.itgetsbetter.org/.

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well their schools created an inclusive and supportive environment. M.J. stated that all of the teachers in her school would get on board with a given plan for a student even if they didnt necessarily agree with it, as long as someone could show them it was best for the student. She explained that in her school, when a staff member advocated a particular action was best for a student, everyone would follow suit, even if they did not fully understand why at the start. As M.J. was quoted in the title of this guide, she wants her students to know that who they are is ok, whatever their gender or other aspects of identity. Thankfully, she and the other interviewees believe that most of their colleagues feel similarly. The following is a list of some of the ideas that the three interviewees suggested as ways to improve the situation in their schools. These were the ideas they proposed when asked what they believed could actually make a difference in their specific schools, and what would speak to the other staff, even those who had never thought about gender identity and expression. This list contains some very simple recommendations, much larger structural changes, and tools the interviewees would like in their own schools to help this process along. Of course, some of these ideas will not work everywhere, and the interviewees were certainly not in consensus on what was best. This list can and should be used in conjunction with the more comprehensive list found in the Recommendations chapter. Suggestions from teacher interviews Having a guide or resource, such as this one, that staff could refer back to in meetings to address specific instances and solutions. Having professional development workshops or presentations by experts who can provide a broad overview and also answer questions specific to the school. E.S. believed that her school would not be ready for a workshop or presentation until they had informed themselves a little more to see that this was in fact something that was an issue in their school. S.W. suggested that workshops should be mandatory for all staff, because otherwise not everyone will be able to be on board. Assigning a willing member of the staff to be an in-school resource. This person would do additional research, training and resource building. Having someone at the school board level as a designated consultant for issues of gender and sexuality and who could work with individual schools on a case-by-case basis. Encouraging teacher training programmes to include gender identity and trans-inclusion in their curricula. Focusing on how to make the school safer as a whole. Breaking down stereotypes, expectations, and norms and allowing all students to express themselves however they want to or need to. Encouraging language that does not make assumptions or exclusions based on gender identity (students instead of boys and girls or partner instead of boyfriend or girlfriend). Engaging students and including them in the process to make the school more supportive for all gender identities and expressions. S.W. in particular wanted to see a guide that focused on engaging youth and finding ways to encourage students who might want to be active around this issue. (Note: the Studies and Publications section of the Resources chapter has some relevant sources.)

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Supporting student initiatives, should they arise, including awareness campaigns or clubs. Having policies that are more educational and supportive to deal with problems, since zerotolerance policies do not make it clear to students why gender-based harassment is unacceptable. Recognizing that verbal bullying or harassment as just as damaging as physical harassment9 and having policies that function in accordance. Acknowledging that gender identity and expression is one of many facets of a students identity and experiences, and that it is just as important to prioritize meeting needs related to gender identity as it is to prioritize their other needs such as healthy eating and drug prevention. Being willing to make accommodations for individual students when necessary. S.W. used the example of allowing a boy to play with the girls group in gym class if he feels safer or more comfortable there (though of course, avoiding gender segregation altogether may be easier and better). Improving policies to be more specific about gender identity and expression, as opposed to assuming that these topics will be addressed under a general anti-bullying or antidiscrimination policy. As M.J. was quoted as saying earlier, playing offense rather than defence by working on trans-inclusion and support before it becomes a problem.

Gender and Sexual Diversity in Schools by Elizabeth J. Meyer has an excellent section on the impacts of verbal and psychological harassment.

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SCENARIOS
This chapter consists of a number of hypothetical scenarios that might occur in a school. They have been created based on personal narratives from some educators and on studies and publications about trans and gender non-conforming students. None of the scenarios are taken directly from any one source or incident, though all of them are based on actual or possible situations. These scenarios are by no means exhaustive and provide only a small window into the infinite difficulties educators and administrators might face when trying to make schools more inclusive and supportive of gender non-conforming children and youth. None of the scenarios have a specific answer. Instead, they each have some factors to consider and questions to ask yourself. These scenarios are not exhaustive, and aim to provide you with a guide for how to frame these issues. By keeping these considerations in mind and asking yourself these questions, you might be better prepared to think of the possible ways to address situations when they arise in your school, and the possible outcomes they might have both positive and negative. None of the thoughts provided below should be taken as leading questions. Rather, these scenarios will help you become comfortable with thinking about how to support trans and gender non-conforming students. Though it will not be explicit in every scenario, it is always important to consider your own comfort and knowledge, in addition to that of the students in question, their classmates, and anyone else who might be affected. Only by thinking critically about your own knowledge and comfort level will you be able to adequately and more sensitively support these students in your school to the best of your abilities. The scenarios are divided into two sections: one for teachers and one for administrators. However, many of them may pertain to either of these categorizations, and could also be useful for other school staff such as support workers. Reading both sections, even if they dont both apply to your specific job, could be helpful. All of these scenarios use the gender-neutral pronoun they unless otherwise necessary. This is because these scenarios could happen to people of any gender, and you should not be swayed by specifics of gender in how you handle a situation unless it is relevant to the student. Scenarios for teachers Scenario: You have a student in your class who is quite shy and rarely speaks to other students. You notice that this student has started submitting assignments with a new name that implies a gender other than what they have so far presented as. You do not know if this is part of a larger process of the student beginning to present themselves as another gender, or if the student wants to be called by this new name in class. You also do not know if you should tell the rest of the class if that is the case. Factors to consider: The student may not want anyone else to know, and thus may not want this publicly addressed. Alternatively, the student may want you to handle the situation so they do not have to out themselves to other students without help.

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It may be useful for other teachers and administrators to know so they can be aware and ready to support. However, the student may not want them to know. It is possible someone else in your school already knows and has methods for addressing this. Questions to ask yourself: How comfortable is the student going to be talking to you? Is there someone else that might be better able to talk with the student? If the student does not want to be publicly addressed with another name and is not telling anyone else, do you think other teachers or administrators should know? Do you discuss this with the student first? If you start calling the student by another name, how might this change the dynamics of the class? How can you address this, keeping everyones comfort in mind, including that of the student in question? ~~~ Scenario: There is a student in your school who has begun their process of transitioning (changing their presentation from one gender to another) by wearing different clothes and asking people to call them by another pronoun and name. People have been mostly supportive of this student. However, the student eventually reveals to you that they have to change their clothes once they get to school because their parents disapprove of their transition process and are trying to force them to retain their assigned gender. This is very distressing for the student and they are afraid that their newly found openness about their gender will get back to their parents. Factors to consider: The students safety and well-being might be at risk if their parents find out. It is not uncommon for parents to kick children out of the house for non-normative gender identity and expression. The student seems very self-assured that this is the right path for them, and clearly feels comfortable enough in the confines of the school to present their chosen gender. School is most likely a safe place for them that should not be compromised. Questions to ask yourself: Do the administrators of the school know whats going on? Are they supportive? Should you get more information about the parents and what the student thinks they might do if their parents find out? Or is it better for you not to get involved? Do you feel comfortable being this students confidant? Are classmates or their parents likely to accidentally or purposefully inform this students parents? Should the other students be spoken with so they understand the situation? ~~~ Scenario: You have a student who often stays after class to talk with you. They are very animated with you, but are shy and withdrawn with their peers. They confide that they have no friends because they think everyone will think they are weird for being trans, and so they are afraid to approach anyone. They really want friends their age, but are too afraid of what people will think of them.

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Factors to consider: There might be students who would be happy to be friends, if this student could feel comfortable seeking them out. It is possible that their peers only tolerate this student as long as they are left alone. Encouraging this student to seek out friends might cause them unwanted negative attention. Questions to ask yourself: How do you feel about being this students confidant in lieu of their peers? Will it help the student to give them the courage and self-esteem to talk to their peers, or will encouraging them be more of a disappointment if it doesnt work out? Do you think the other students can or do understand the situation? Would they be friendlier if they had more knowledge? If you think so, how would you go about educating and engaging them without putting the spotlight on one individual? ~~~ Scenario: You have noticed that whenever parents come up in discussion, one student becomes extremely anxious and hesitant to talk about their own parents. You find out that this is because the student has one parent who is transgender, and they are afraid other students will find out and judge them. They do not want their transgender parent to come to school, but feel bad asking them not to come. Factors to consider: This student has a right to their privacy, and possibly has very good reasons to fear being teased or bullied. This could provide an excellent rationale for talking about gender identity with the class, without necessarily having to out one students family in particular. Questions to ask yourself: Do you want to start a discussion with the class about trans or gender issues, different kinds of families, or bullying and teasing? Or do you think this student might feel targeted or more embarrassed? Do you want to talk to the student and let them know that you know and you support them, or do you want to wait for them to come to you if they need to talk? Have you noticed bullying or teasing about other issues already happening, which is perhaps why this student is so anxious? ~~~ Scenario: One of your students comes to you and asks you to incorporate a lesson about gender and gender identity into your plans. They do not want to talk about why, but seem extremely vested in this happening. You are not sure if you have the time, or know enough to adequately and accurately cover this topic, but it seems to mean a great deal to this student. Factors to consider:

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While it might seem obvious that this student is trans or questioning their gender, there is the possibility that this is not the case. They might be asking for this lesson because they know someone else who is, or they are simply a very good ally who thinks it is a vital lesson that is being left out. They might be trans or questioning and not be ready to come out, or are waiting until their classmates are better educated to do so. They might be questioning and hoping your lesson can help them understand more so they can better understand themselves. They might be testing the waters to see how other students and you will react in conversations about gender identity. This might be an anonymous way to see what kind of support they might find in the school. Questions to ask yourself: If you are not comfortable with the subject matter, how can you better inform yourself? Do you want to ask the student if there are any particularities of the subject they want you to cover, or do you not want to pry further? Is there someone else that you think could cover this subject more appropriately than you? Would you feel more comfortable bringing in an outside group or speaker to do a presentation? How might this student, and the classmates, feel about this? ~~~ Scenario: You discover that a student of yours is taking hormone suppressors/puberty inhibitors10 in order to stop puberty changes so that their body can better fit how they feel about their gender. However, these have not been prescribed to the student. They do not have their parents permission to take steps to change their body to align with their gender identity, so they found the suppressors online and did their own research in order to administer it themselves. Factors to keep in mind: This students safety and health is a major concern here, as taking prescription medication that is not actually prescribed for an individual can be dangerous, or could be taken incorrectly without medical oversight. Another major concern is your legal obligations to this student, so it is important to inform yourself on the laws in your area. Utilizing hormone suppressors might be vital to this students mental-well being so that their body matches the way they feel. Questions to ask yourself: What are your legal obligations (this may vary depending on location, school board, and job position)? What are your other obligations to this student? What is the legal age of consent for medical procedures where you are located and has the student reached that age?
10

The medications work by suppressing the production of sex hormones (Testosterone and estrogen). Puberty Inhibitors are reversible and are used to prevent the devastating effects of developing unwanted secondary sexual characteristics in gender dysphoric children. Suppressing puberty in gender dysphoric children prior to cross gender hormone therapy has several advantages and can often be life saving (TransYouth Family Allies). By preventing the onset or continuation of puberty, youth can better present as their chosen gender, and prepare for the legal age of consent when they may pursue medical transition, if they choose to.

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Should you report this to someone? Who should you report to? Should you allow an administrator or other official to handle this, or can you/do you want to be involved in supporting this student? Even if you are legally obligated to report this to someone, what repercussions might this have for the student? How can you be prepared to support them if their family does not? If you have to report this student, how can you explain to them why you are doing so? What resources can you give to this student?

~~~ Scenario: You hear that a student is being bullied, in person and over the internet. Other students are calling this student names like tranny and fag, however they are being very careful not to get caught by school staff. You have not seen any students doing anything obviously wrong, but you can see the tension and the discomfort the bullied student feels in class. Factors to consider: You do not know if the students perceived sexuality and gender is how the student actually identifies. This student might want someone to step in but it is also possible that they do not want more attention drawn to themselves, either for fear of repercussion or fear of unwanted attention on their gender or sexuality. Questions to ask yourself: Should you address this issue if you have not witnessed anything? How can you bring it up without students denying it and ignoring you? How can you bring it up without compromising this students safety and comfort? Is it better to have a wider discussion about bullying, or focus on the specific situation related to sexuality and gender? Or should you discuss both, and if so, how would you go about that? Should you address the confusion between sexuality and gender identity? Do you feel competent in talking about bullying in regard to these identities? Scenarios for Administrators Scenario: You have a male student who had begun wearing skirts and wigs to school. A number of other students have tried to make fun of him by calling him a girl and other more offensive terms, but he has responded that he is not a girl, but just feels more comfortable this way. Some of these other students have complained that his new look is distracting, and their comments have caused several disturbances in classes and the hallways. Factors to consider: The other students might be teasing because they are confused or uncomfortable, so educating them might help. However, focusing the attention primarily on this particular students gender presentation might make him more uncomfortable or unsafe.

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This cross-dressing really may not have to do with gender identity, but that does not mean this student is not serious about feeling more comfortable in his new clothing. Questions to ask yourself: How can you balance this one students safety and comfort with other students safety and comfort? Is there a way to address this issue without embarrassing or calling out the student publicly? How do you want teachers to respond? How should they address inappropriate comments when they hear them? ~~~ Scenario: A teacher has come to you because they have noticed some things about a particular student that they find troubling. The teacher has noticed a number of scars and has seen the student engage in physical self-harm. Once you hear from the student, it becomes clear that these are coping mechanisms the student is using to deal with serious confusion about gender identity, and fear of what will happen if people find out. Factors to consider: While you might have legal considerations, you also have to consider the mental wellbeing of the student. Sometimes a harm-reductive approach is the most supportive in other words, finding ways to inform them and encourage them to be as safe as possible, while not asking them to simply stop. Methods we see as harmful for someone else might be the least harmful way for them to cope with life. Expecting anyone, especially children or youth, to simply be able to stop might be too much pressure and only increase the stress. Questions to ask yourself: What are your legal obligations? What are your other obligations to this student? How much harm is too much? You can never know, because you cannot experience the students life, but to what extent are you comfortable supporting in a non-invasive and harm-reductive manner? What are the underlying issues here? Should you focus on the self-harm or on the gender issues that are at its root, or both? Do you think it will help the student to seek outside help for them (like a counsellor)? Or is it better to encourage them to do what they think is best? ~~~ Scenario: A group of students wants to start an LGBT support group in the school. They want to have discussion groups and also do education and outreach initiatives. A number of parents have expressed concern about this group, and do not believe it is age-appropriate. People have also expressed worry about the legal repercussions of allowing peer-based support/discussion groups. Factors to consider: Having peer support can often be very powerful for all of the students involved potentially much more empowering and supportive than adults taking on this role.

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Encouraging student activism about these issues can encourage the entire school community to become more inclusive and supportive. Questions to ask yourself: How concerned are you about the possible repercussions of sanctioning a discussion group, when these students might otherwise be engaging in these activities even without school license? If you are concerned about legal issues, is there a compromise you can come to with the students as to activities you do feel good about? How do you feel about supporting these students in the face of parental backlash? Do you feel comfortable defending the need for this kind of activism and support to parents? Or do you agree that this initiative is inappropriate or too controversial? ~~~ Scenario: A transgender student in your school has asked for permission to begin using the washroom and change room of their chosen gender. They have been going by their chosen name and pronoun and otherwise living quite comfortably as their chosen gender in school. Most students are very accepting, but there is some resistance and discomfort with the idea of this student switching washrooms and change rooms. Factors to consider: There might be just as much discomfort amongst the students in having this student using the washrooms and change rooms of their assigned gender as in using those of their chosen gender. It is not just the students comfort to keep in mind but also their safety, as people often respond drastically when they see people in spaces they perceive to be of the other gender. Trans individuals often risk their health by avoiding public washrooms altogether out of fear or discomfort. This student is being brave by making this request. Questions to ask yourself: How do you balance the safety and comfort of this student with the comfort of other students? Is there a way to compromise without putting this student at risk? If using student washrooms does not seem feasible, are there single-stall or teacher washrooms to which this student can be given access? Or is this too uncomfortable or alienating for the student? Should you talk to the rest of the student body to explain the situation? Is it better to just deal with issues if they arise so as not to make the individual uncomfortable? ~~~ Scenario: There is a student in your school who has an androgynous gender expression, and seems perfectly comfortable with who they are. However, one teacher who has been working with this student seems to think that part of helping this student to succeed and thrive is to encourage the student to fulfil normative gender expectations and reject their feelings of gender nonconformity. The teacher is coming from a place of wanting to support, but is actually making the student feel worse about their gender expression.

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Factors to consider: Some teachers will not be convinced about gender and trans sensitivity or will not understand, no matter how much information is given to them. This does not mean they do not want to support the students. Forcing children and youth to express themselves based on societal expectations rather than how they feel will not make them forget their feelings, nor will it help them feel good about themselves. Questions to consider: Do you think it is important to talk with this teacher? If so, do you want to address this specific situation, or do you think you need to do more general education about gender? If this teacher is not convinced, how else can you provide more non-judgemental support to this student? ~~~ Scenario: A trans student is thinking of dropping out. They do not have the support of their family, have few friends, and are struggling a great deal in school. Being an out trans student is making their life quite difficult, and they feel they would be better able to manage if they had greater control of their life and did not have to be in school. Factors to consider: As important as school is, some young people might feel safer and better about their life if they do not have to be confined in a space they feel uncomfortable and unwelcome in. Questions to ask yourself: Do you think it is important to encourage this student to stay in school? Or would they be better served by being given resources for what to do if they drop out? Do you have any such resources? What things can you do to make your school safer and more supportive so students like this do not feel they need to leave? How can you support this youth if their final decision is to leave school? ~~~ Scenario: A teacher in your school has recently informed you that they plan to begin physically transitioning over the next school year. When the year starts, they will be dressing and presenting themselves as their chosen gender and having students refer to them by their chosen title (Mr. or Ms., accordingly). You know that some students will be uncomfortable with this, and not show this teacher respect. Similarly, you fear the reaction of parents when they find out. Factors to consider: Asking this teacher not to transition, asking them to leave, or requesting a transfer for them may set an unfortunate precedent, and might show trans and gender nonconforming students in your school that they will not be supported, either. This presents a learning opportunity for students, assuming the teacher is comfortable with it. You can ensure this education happens without putting the onus on the individual

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teacher. Trans people often bear the burden of education, and it is especially powerful when knowledge comes from allies, and not just from trans people themselves. Questions to ask yourself: Do you support this teacher in their transition, and remaining in your school? How far are you willing to defend them in response to complaints? How can you respond to parent complaints without making a spectacle of this individual? Similarly, how can you make students feel more comfortable without putting this teacher on the spot or compromising their safety and comfort? Can you find a way to work with the teacher, assuming they are willing, to provide information and education to the community so that everyone is working together and understands whats happening? Do you have any work you have to do with the rest of the staff in order to educate them so that you can present a united front and have everyone support this teacher? More Questions to Consider These are some questions that might be useful to consider, even if no obvious issues have arisen in your school with regards to gender and trans inclusion. In addition to wanting to be prepared and to educate non-trans students about how to be more respectful, accepting, and supportive themselves, you cannot always know if you have a gender non-conforming student or a student struggling with their gender identity in your school. Use these considerations to begin making your school a safer space now, and perhaps in doing so, you may prevent the above scenarios and others from occurring. Does your school have any policies that protect the rights of your trans students, and indicate consequences for transphobia or bullying and violence based on gender identity? Does your school ever mention gender or talk about trans identities, whether through guest speakers, lesson plans, or student-led discussions? How much do you know about gender identity and trans people, and how comfortable are you with answering questions or addressing the topic? Where can you go to become more informed? What are your schools policies on dress code, washrooms, locker rooms, and gendersegregated sports? Are students able to go by their chosen gender in these gendered locations and expectations? Do you have different expectations for different genders, or more flexibility when students of a certain gender do not follow gendered norms and expectations? (i.e.; would you react differently to a boy wearing girls clothing than to a girl wearing boys clothing?) Do other staff in your school feel comfortable and confident with these issues? Are there other staff who are also interested in making your school safer and more inclusive with whom you can brainstorm? Are you able to recognize transphobia and language or actions that are oppressive or offensive to trans and gender non-conforming people? When you witness transphobia or gender-based bullying in your school, are you willing and able to step in?

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Does your school board have any relevant policies in place, or any resources or individuals you can turn to for guidance? Are there individuals or groups in your community who would be interested in helping your school, and entire community, become more supportive of trans and gender nonconforming children and youth? What resources might they have to offer? Are there any students in your school who are already spearheading gender-based education and support initiatives, or any students who might be willing to take that on? Are there student groups or clubs to support this work?

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RECOMMENDATIONS
The recommendations below build upon the information and concepts that have been discussed up to this point in the guide. They take into consideration the alarming current situations for many trans and gender non-conforming students, as well as the difficulties educators have shared in trying to support these students. This list is informed by a number of sources about trans youth, many of which are included in the Resources at the end of this guide, and four of which are cited at the end of this chapter for having their own recommendations that provided a great deal of inspiration for this list. Of course, every school has different needs and abilities, and so some of these recommendations will not be feasible or simple to implement in every school. However, they are all important to consider. If you dont think your school is ready for many of these suggestions, consider why not, and what kind of preliminary work needs to be done first in order for further action to be taken. Above all, the first step you should take is to inform and educate yourself and your school community. Without having a foundation on which you and your colleagues understand gender identity and what it means in your school, the suggestions below will not have the same effect. Once you have started there, many of the actions that might have seemed daunting or impossible in your school before will seem so vital that you will find ways to make them work. Training Request professional development that addresses issues relevant to gender and trans and gender non-conforming students, as well as a comprehensive anti-oppression training for staff. This should be given to all staff to ensure that this is a united, school-wide initiative. Encourage the school board, teachers unions and other educational organizations to provide more professional development about trans and gender identity issues. If you are an administrator, provide training for staff on how to intervene in transphobic harassment and bullying (see policy section below). Ensure that support staff and school health care providers (nurses, psychologists, etc) are given additional information on how to support trans and gender non-conforming children and youth in their unique physical and mental health needs. Designate a staff member in the school to act as an advocate for trans students. This person should be willing to do additional research and work to ensure they are comfortable answering questions and providing resources. Ask that your school board create a position that deals specifically with gender and sexuality so that there will be at least one consultant in your community to answer questions and support initiatives. Policy Ensure that your school has comprehensive and inclusive equity, non-discrimination and anti-violence/harassment policies that are explicit about their inclusion of gender identity and expression.

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Create policies that address gender-based harassment, violence, and bullying in ways that go beyond zero-tolerance.11 Ensure that your school has supportive protocol for preferred name and pronoun usage, and that staff and students will be expected to use everyones preferred or chosen names and pronouns. Once these policies are in place, it is important to use them. Any instances of discrimination or harassment of trans or gender non-conforming people in your school should be dealt with quickly and visibly (or as visibly as the student is comfortable with) in order to establish a clear precedent. If your school uses forms that ask for gender (for instance, registration forms), leave space for students to self-identify their gender identity, rather than only providing check boxes for male and female. Similarly, even if you have forms that need students legal names, allow space for them to also put their chosen name or the name they wish to be called in school. If your students have I.D. cards, allow them to use their chosen name (this is still possible even if your school has a policy against nicknames on I.D. cards). Do not out trans students to others in the school community. Keep trans students gender assignment at birth and their gender-related experiences private, unless they specify otherwise. School structure Ensure that all students have the right to use the washroom and change room that fits their gender identity, or whatever washroom or change room they feel safest in. If they dont already exist and it is possible, create gender-neutral, single stall washrooms and change rooms for students who feel unsafe in gendered rooms. If this is not possible in your school, find a staff washroom or somewhere else that trans and gender non-conforming students can go if necessary. If you are an administrator, create a flexible or gender-neutral dress code or uniform, or allow students to decide which genders dress code they want to follow. Give students the ability to participate in gender-segregated sports or activities of their chosen gender, and provide more gender-neutral sports and activities. Have trans content and books in the library and classrooms (see resource list for suggestions). If you are a teacher or support worker, make yourself a visible ally. Let students know you support gender rights and that you are comfortable supporting trans and gender nonconforming students. If you are an administrator, encourage your staff to be visible allies who can mentor trans and gender non-conforming students. Make yourself a visible ally as well.

11

Canadian researcher Gerald Walton (2004) observes that bullying and zero-tolerance policies, do not consider the cultural and societal antecedents of violence in schools. Neither do these programs consider psychological violence (Meyer, p. 102). Physical violence is much more likely to be addressed in schools, but emotional violence can have just as serious of an impact. Zero-tolerance policies do not address the school climate that fosters the harassment and violence, nor do they do a good job of explaining to students what they have done wrong and how they can do better.

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In the classroom Integrate gender identity and trans content into the curriculum. Provide sex education that is trans-inclusive: Talk about puberty in terms of what happens to bodies instead of what happens to boys and girls. Talk about body parts and acts instead of what men and women do. Do not only talk about penis-in-vagina intercourse, which excludes the many other sex acts people of all sexualities and genders might engage in. Establish classroom rules with the class that encourage inclusion and support of all people, and that disallow any forms of discrimination, harassment or offensive language against people based on identity or expression. Have the students agree to these at the start of the year so you can refer back to them whenever necessary. Put up stickers or posters to make it clear to students that this is a space free of discrimination and harassment, and that you support trans and gender non-conforming individuals. Challenge gender norms such as only boys are good at science or only girls like that book. Ask students to think about why they think this way, and how it hurts everybody to have such rigid gender expectations. Language Try to use gender-neutral language, i.e., partner instead of boyfriend or girlfriend, parents/guardians instead of moms and dads, students or class instead of boys and girls, people instead of men and women, etc. Allow students to self-identify and label themselves, i.e., dont refer to someone as transgender if they have used the term transexual for themselves, and vice versa. Mirror students language to refer to their gender identity and expression. Respect the name and pronoun people use, even if it is not what you would have expected them to use. Student involvement Encourage and support student-initiated clubs, services, and activities that support trans and gender non-conforming people and education (Gay-Straight Alliances, social justice clubs, etc.). Allow and encourage students to do school assignments, school-based art projects, and school-mandated community service on subjects related to gender and trans identities. Invite guest speakers or groups to do presentations and workshops for students so that they can better understand how they can help make their school safer and more inclusive for trans and gender non-conforming students, and to show trans and gender non-conforming students that their issues are important (see the Resources chapter for suggestions in Montreal and online). Community involvement Collaborate with local organizations that work for and with trans people. Work with them to continue education and training in your school, to provide referrals for students, and to carry out joint initiatives. Inform parents and guardians of school efforts to be more trans-inclusive. Work together to make sure everyone in the school community is on board and that the message you are

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sending about inclusion and support is given to everyone. Some parents may even be interested in supporting these efforts in proactive ways. Participate in national or community events to show your commitment to supporting trans and gender non-conforming people. For example: o Transgender Day of Remembrance: http://www.transgenderdor.org/ o La Fiert Trans/ Trans Day of Pride, Montreal: http://www.fiertetrans.org/ o Your local LGBT pride celebrations o Pink Shirt Day against bullying: http://www.pinkshirtday.ca/ o Ally Week: www.glsen.org/allyweek Encourage teacher training programmes to include gender identity and expression in their curricula so that educators can begin their career with an understanding of how to support trans and gender non-conforming students.

Supporting trans adults All of the above suggestions can be easily adapted to also refer to trans and gender nonconforming staff. Whether you are an administrator or staff member, ensure that your employees and colleagues who may be trans or gender non-conforming also feel safe and welcome and that they are able to be out as trans if they so desire. Being able to participate in the school community and feeling safe and included no matter their gender identity is just as vital for the well being of adults in your school as it is for students. In addition, allowing school staff to be open about who they are can also help create an environment in which students feel comfortable being who they are.

References Meyer, Elizabeth J. Gender and Sexual Diversity in Schools. New York: Springer, 2010. Sausa, L. A. Best Practices to Improve the Educational and Work Environments of Our High Schools and Middle Schools for Trans Students, Teachers, Staff, and Administrators. (2004). Retrieved from <http://www.lydiasausa.com> Sausa, Lydia A. Translating Research into Practice: Trans Youth Recommendations for Improving School Systems. Journal of Gay & Lesbian Issues in Education. 3.1 (2005): 15-28. Youth-Gender Action Project. Trans Youth at School: Y-GAP Community Bulletin. (2009). Retrieved from <www.ctys.org/documents/YGAP_School.pdf>

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RESOURCES
The list below consists of a wide variety of resources, including some for educators, some aimed at youth, and a number that address both. There are some academic studies and publications, but many are community-driven and anecdotal. While they may not be as scholarly, these sources provide much needed insight into a subject that is very rarely examined, especially in the educational system. Unfortunately, there are few sources that deal specifically with trans and gender nonconforming students and the school system, and even fewer that address trans and gender nonconforming people as distinct from the LGBT (lesbian, gay, bisexual, transgender/transexual) umbrella. While many of the latter resources may be helpful, it is important to remember that gender identity is not the same as sexual identity and many people do not experience them as interlocked. The list below consists mostly of sources that address trans and gender nonconforming people as an individual category, though it does contain some that look at the less specific LGBT community to ensure that knowledge contained only in such sources was not missed. This list also contains a number of resources that are not necessarily about an educational context, but that might provide a useful and vital lens for you from which to view this topic. This list also focuses on the specific geographic context in which is it created, and so there are a number of Montreal-specific organizations and resources. Utilizing local services can be beneficial because they will have a better understanding of some of the specificities of being a trans or gender non-conforming person in a given location. Moreover, they are more likely to be more accessible in a number of ways. For instance, in addition to ease of accessibility, Montrealbased resources may provide bilingual services to address the specifically bilingual context. If you are using this guide outside of Montreal, it is recommended that you find other local organizations that could provide information and support unique to your given context. Studies and Publications: Callender, D.R. When Matt Became Jade: An Experience in Working With a Youth Who Made a Gender Transition Change in a High School Environment. Delisle Youth Services. Toronto, 2005. Retrieved from <www.delisleyouth.org/service/wmbjmanuscript> Egale Canada. Youth Speak Up About Homophobia and Transphobia: The First National Climate Survey on Homophobia in Canadian Schools, Phase One Report. 2009. Retrieved from <http://www.egale.ca/index.asp?lang=E&menu=4&item=1401>12 Gay, Lesbian and Straight Education Network. The 2007 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nations Schools. 2007. Retrieved from < http://www.glsen.org/>

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Since the compilation of this guide, the Executive Summary of the Final Report has been released and may be accessed at <http://egale.ca/index.asp?lang=&menu=1&item=1489>

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Gay, Lesbian and Straight Education Network. Harsh Realities: The Experiences of Transgender Youth in Our Nations Schools. 2009. Retrieved from <http://www.glsen.org/> Gay, Lesbian and Straight Education Network. Safe Space Kit: Guide to Being an Ally to LGBT Students. 2009. Retrieved from < http://www.glsen.org/>
13

Glaser, C. Gender Identity & our Faith Communities: A Congregational Guide for Transgender Advocacy. Human Rights Campaign. 2008. Retrieved from <http://www.hrc.org/documents/Gender-Identity-and-our-Faith-Communities_200812.pdf >

Gutierrez, N. Resisting Fragmentation, Living Whole: Four Female Transgender Students of Color Speak About School. Journal of Gay & Lesbian Social Services, 16.3/4 (2004): 69-79. Kennedy, Natacha and Hellen, Mark. Transgender Children: More Than a Theoretical Challenge. Graduate Journal of Social Science. 7.2 (2010): 25-43.
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Lamb, Lindsay, et al. Gender Doesnt Limit You!: A Research-Based Anti-Bullying Program for the Early Grades. Teaching Tolerance. <www.teachingtolerance.org/gender>

Public Health Agency of Canada. Questions & Answers: Gender Identity in Schools. (2010). Retrieved from <http://www.cpath.ca/resources/education/> Sausa, Lydia A. (2004). Best Practices to Improve the Educational and Work Environments of Our High Schools and Middle Schools for Trans Students, Teachers, Staff, and Administrators. Retrieved from <http://www.lydiasausa.com> Sausa, Lydia A. Translating Research into Practice: Trans Youth Recommendations for Improving School Systems. Journal of Gay & Lesbian Issues in Education. 3.1 (2005): 15-28. TransYouth Family Allies. A Schools Guide to Protecting the Privacy Rights of Gender Variant Students: Frequently Asked Questions. (n.d.). Retrieved from <http://www.imatyfa.org/educators/Schools%20FAQs.pdf > Wyss, S. E. This was my hell: The Violence Experienced By Gender Non-Conforming Youth in US High Schools. International Journal of Qualitative Studies in Education. 17 (2004): 709-730.

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This resource is especially useful for religious or parochial schools. This resource provides six lesson for grades K-6. It only addresses boys and girls and does not mention the possibility of trans people, but may be a very useful starting point for a discussion on gender roles and gender-based bullying.

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Youth-Gender Action Project. Trans Youth at School: Y-GAP Community Bulletin. 2009. Retrieved from <www.ctys.org/documents/YGAP_School.pdf> Books: Beam, Cris. Transparent: Love, Family, and Living the T with Transgender Teenagers. Orlando, Florida: Harcourt, 2007. Bornstein, K. Gender Outlaw: On Men, Women, and the Rest of Us. New York: Routledge, 1994. Brill, Stephanie A. and Pepper, Rachel. The Transgender Child: A Handbook for Families and Professionals. San Francisco: Cleis Press, 2008. Burtch, Brian and Haskell, Rebecca. Get That Freak: Homophobia and Transphobia in High Schools. Fernwood Publishing, 2010. Califia, Pat. Sex Changes: The Politics of Transgenderism, San Francisco: Cleis Press, 1997 Feinberg, Leslie. Trans Liberation: Beyond Pink or Blue. Boston: Beacon Press, 1998. Meyer, Elizabeth J. Gender and Sexual Diversity in Schools. New York: Springer, 2010. Namaste, Viviane K. Invisible Lives: The Erasure of Transsexual and Transgendered People. Chicago: University of Chicago Press, 2000. Namaste, Viviane K. Sex Change, Social Change: Reflections on Identity, Institutions, and Imperialism. Toronto: Womens Press, 2005. Nestle, Joan et al. GenderQueer: Voices from Beyond the Sexual Binary. Los Angeles: Alyson Press, 2002. Pascoe, C.J. Dude, Youre a Fag: Masculinity and Sexuality in High School. Berkeley and Los Angeles: University of California Press, 2007. Sonnie, Amy, ed. Revolutionary Voices: A Multicultural Queer Youth Anthology. Los Angeles: Alyson Press, 2000. Stryker, Susan and Whittle, Steven. The Transgender Studies Reader. New York: Routledge, 2006. Sycamore, Matt Bernstein (Mattilda). Nobody Passes: Rejecting the Rules Of Gender and Conformity. Emeryville, CA: Seal Press, 2006.

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News Articles and Personal Narratives: Hoffman, Jan. Can a Boy Wear a Skirt to School? The New York Times 6 November 2009. < http://www.nytimes.com/2009/11/08/fashion/08cross.html?pagewanted=1&_ r=1&emc=eta1> Hoffman, Sarah. The Pink Dress. Cookie. < http://www.cookiemag.com/homefront/2008/01/pinkboys?currentPage=1> Goldberg, Alan B. and Adriano, Joneil. I'm a Girl' -- Understanding Transgender Children. ABC News 27 April 2007. < http://abcnews.go.com/2020/story?id=3088298&page=1> Nebenzahl, Donna. An Education on Trans Youth. Montreal Gazette 19 March 2011. <http://www.montrealgazette.com/life/education+trans+youth/4468531/story.html> Nebenzahl, Donna. Gender Identity Crisis. Montreal Gazette 12 March 2011. <http://www.montrealgazette.com/health/Gender+identity+crisis/4428412/story.html> Other Media:
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Colliar, Lynn. Transformation. Global TV. 25 April, 2011. <http://www.globaltvbc.com/story.html?id=4641076>

Hayes, Liz. My Secret Self. 60 Minutes Australia. 4 September 2009. < http://www.sixtyminutes.ninemsn.com.au/stories/858237/my-secret-self> Kirchner, Mary Beth. Somewhere Out There: Act Two, Tom Girls. This American Life. 13 February 2009. Chicago Public Media. <http://www.thisamericanlife.org/radioarchives/episode/374/somewhere-out-there> Straightlaced. Groundspark. Film. (Can be purchased from the website, with a free discussion guide) <http://groundspark.org/our-films-and-campaigns/straightlaced> Teen Connection: Issues Facing LGBT Teens. PBS Video. 26 April 2011. <http://video.pbs.org/video/1898901043#> Wrong Bathroom. Dir. Shani Heckman. Film. < http://www.youtube.com/watch?v=yFDaYIsOWQk>

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Two of the five parts in the series focus talk to trans youth. One part, Acceptance, focuses on the story of a youth who transitioned while attending a British Columbia high school.

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Books and Publications for Students: Advocates for Youth. I Think I Might Be Transgender, Now What Do I Do? Retrieved from <www.changelingaspects.com/.../I%20think%20I%20might%20be%20transgender.pdf> A brochure by and for transgender youth that explains what it means to be transgender and provides thoughts on coming out, transitioning, sexual identity and health, and resources. Beam, Cris. I Am J. New York: Little, Brown and Company, 2011. This young adult novel tells the story of J, who decides he is going to go on hormones to make his body match how he feels. The book follows J as he deals with coming out, relationships, parents, school, and his future. Bornstein, Kate. Hello Cruel World: 101 Alternatives to Suicide for Teens, Freaks, and Other Outlaws. New York: Seven Stories Press, 2006. This book, while not specifically for trans youth, is trans- and queer-inclusive and supportive of all youth. It provides suggestions, some serious and some lighthearted, for youth to find alternatives when they are thinking of suicide. Ewert, Marcus. 10,000 Dresses. New York: Seven Stories Press, 2008. A young childrens book about Bailey, who loves dresses, but is told that boys dont wear dresses. That is, until Bailey finds support and inspiration in an older child. Gay-Straight Alliance Network. Beyond the Binary: A Tool Kit for Gender Identity Activism in Schools. 2004. Retrieved from <http://gsanetwork.org/resources/overview/beyondbinary> This toolkit is meant to assist trans and gender non-conforming students who want to make their schools safer. This addresses a specifically U.S. context, but can be useful elsewhere. Lambda Legal. Bending the Mold: An Action Kit for Transgender Students. (2008) This could be a useful guide if you have students in your school who want to do their own work to make their school more supportive and inclusive. Peters, Julie Anne. Luna. New York: Little, Brown Young Readers, 2004. A teen novel about a girl whose sibling is transitioning from Liam to Luna. The novel looks at the situation from the point of view of Lunas sister, providing another lens with which to look at transitioning. An educators guide can be found at: <www.hachettebookgroup.com/_assets/.../educatorguides/LunaTG.pdf> Wittlinger, Ellen. Parrotfish. New York: Simon & Schuster, 2007. This novel for young adults tells the story of a trans teen as he comes out to his family, his friends, and his whole school about his identity as a boy named Grady. While some around him struggle with his news, Grady finds some support in new friends, old friends, and some unexpected places.

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Websites: Advocates for Youth: http://www.advocatesforyouth.org This organization focuses on sex education, but has a section on LGBTQ issues. Trans students are rarely given sex education that speaks to their unique experiences, so having resources about trans-inclusive and sensitive sex education is extremely important. Egale Canada: http://www.egale.ca Egale Canada is a national organization that advances equality and justice for lesbian, gay, bisexual, and trans-identified people and their families across Canada. Egale has information on its Safe Schools Campaign, and dozens of postings about news and issues surrounding trans people, education, homophobia and transphobia, and more. Gender Spectrum: http://www.genderspectrum.org/ Gender Spectrum provides education, training and support to help create a gender sensitive and inclusive environment for all children and teens. The website also has a number of resources specifically for educators. International Foundation for Gender Education: http://www.ifge.org/ IFGE promotes acceptance for transgender people. We advocate for freedom of gender expression and promote the understanding and acceptance of all people. The website has a bookstore, personal stories, a resource directory, and more. PFLAG Transgender Network (TNET): PFLAG TNET focuses on support for transgender people and their parents, families, and friends; education on transgender facts and issues; and advocacy for equal rights for the transgender community at local and national levels. Safe Schools Coalition: http://www.safeschoolscoalition.org/ The Safe Schools Coalition is an international public-private partnership in support of gay, lesbian, bisexual and transgender youth, that is working to help schools - at home and all over the world - become safe places where every family can belong, where every educator can teach, and where every child can learn, regardless of gender identity or sexual orientation. The website provides a number of handouts, posters, curricula and planning tools, and has section aimed at students. Survivor Project: http://www.survivorproject.org/ Survivor Project is a non-profit organization dedicated to addressing the needs of intersex and trans survivors of domestic and sexual violence through caring action, education and expanding access to resources and to opportunities for action. Since 1997, we have provided presentations, workshops, consultation, materials, information and referrals to many anti-violence organizations and universities across the country, as well as gathered information about issues faced by intersex and trans survivors of domestic and sexual violence.

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Trans-Academics: http://www.trans-academics.org Trans-Academics.org is a place where people of all genders can discuss gender theory, the trans community and its various identities, both as a part of the academic world and day-to-day life. This is a trans-friendly space and is open to people of all gender identities. Currently, this website has 1,675 sources in its library, with 38 about youth specifically. TransYouth.com: http://www.transyouth.com/index.html This website was created to link trans youth and the people in their lives with current resources. There is information on coming out, health, dating & sex, school, and more. TransYouth Family Allies: http://imatyfa.org/index.html TYFA empowers children and families by partnering with educators, service providers and communities, to develop supportive environments in which gender may be expressed and respected. We envision a society free of suicide and violence in which ALL children are respected and celebrated. This website also contains a number of resources and publications specifically for educators. Montreal Organizations: The 2110 Centre: http://www.centre2110.org The 2110 is an independent, student-funded, Concordia University organization, mandated to promoting gender equality and empowerment particularly as it relates to marginalized communities. This mandate is achieved through on-going programming, campaigns, resources, services, and advocacy. Among its other programming and services, the 2110 has a library and resource centre, runs the Solidarity ID Project (which provides ID cards with chosen name and gender), and a peer-to-peer support, advocacy, and referral programme. Action Sant: Transvesti(e)s et Transsexuel(le)s du Qubec (ASTTeQ): http://cactusmontreal.org/en/astteq.html ASTT(e)Q aims at promoting the health and well being of transvestites and transsexual persons living in Qubec. It provides weekly group meetings, an outreach street worker, and education initiatives. AlterHros: http://www.alterheros.com/ AlterHros is an incorporated non-profit organization whose mission is to facilitate the social and community integration of gay, lesbian, bisexual and transgendered youth by: Informing and Educating the youth, parents, family, and friends through the sharing, and dissemination of information; Providing Aid and Support by posing, clarifying and responding to questions, and by creating a mutual aid network; Creating a community where the youth can share, exchange, contribute, make contacts and connect with others. AlterHros is completely online, with dossiers and message boards just for youth, as well as dossiers, activities, ask an expert, and news for educators.

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Head & Hands/ Deux Mains: http:www.headandhands.ca The Head & Hands mission is to work with youth to promote their physical and mental well being. [Their] approach is preventative, non-judgmental, and holistic with a fundamental commitment to providing an environment that welcomes youth without discrimination. [They] facilitate social change and the empowerment of youth based on their current needs within our community and society at large. Head & Hands provides a number of medical, legal, and social services to youth ages 12-25. They provide queerand trans-inclusive sex education and hormone treatment for trans youth, and all services are non-judgemental and supportive of trans youth. Institute for Sexual Minority Health/Institut Pour la Sant des Minorits Sexuelles: http://www.ismh-isms.com/ They offer workshops and day-long trainings, mainly in the fields of education and health and social services, with the goal of raising awareness and assisting in developing comprehensive anti-bullying measures adapted to the specific needs of your group or institution. Our mission: To assist in creating spaces that are safe and welcoming for individuals belonging to sexual minority groups. To raise awareness about the destructive nature of homophobia, heterosexism and transphobia not only for people belonging to these groups but for all of us. Project 10: http://www.p10.qc.ca/ Project 10 works to promote the personal, social, sexual and mental well being of lesbian, gay, bisexual, transgender, transsexual, two-spirit, intersexed and questioning youth and adults 14-25. Through advocacy and education, using a harm reduction approach, Project 10 aims to facilitate the empowerment of youth at individual, community, and institutional levels with a particular emphasis on supporting individuals and groups who experience multiple and intersecting oppressions. Services are free of charge, confidential and anonymous, and are offered in English and French. Project 10 offers a listening line, peer counseling and accompaniment, a weekly drop-in, advocacy, and workshops. The Trans Health Network: http://www.centre2110.org/trans-health-network/ The THN works to promote health and social justice for Trans people in Quebec. We have a holistic understanding of health that includes unequivocal access for all trans people to healthcare, housing, employment and community. We recognize the daily violence and barriers to access faced by trans people as a systemic problem, linked by multiple forms of oppression, and to which we can best respond with collective action. We strive to create links between community organizations that work with trans communities and the medical/social services that trans people are seeking to access. The Union for Gender Empowerment: http://unionforgenderempowerment.wordpress.com/ The Union for Gender Empowerment is a service of the Student Society of McGill University (SSMU). They offer a lending library of over 1,000 titles related to gender and intersecting issues and identities, including a number of trans-specific resources; a resource binder, a co-op stocking gender empowerment and trans-friendly products, and offers Trans 101 workshops for Montreal organizations.

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ABOUT THE AUTHOR

Raimi Marx is a white, middle-class, able-bodied, queer and genderqueer student and activist who uses the gender-neutral pronoun they. Raimis passion for working with children and youth and for creating safer spaces for marginalized people has led them to volunteer with a number of community organizations in Montreal. Their experiences working with young people inspired them to compile this guide as a final project for their M.A. in Education and Society at McGill University in 2011. They have worked with the Union for Gender Empowerment to provide many Trans 101 workshops to student and community groups, and with the Sense Project through Head & Hands to provide comprehensive and inclusive sex education to Montreal youth. For the past few years, they have been volunteering with Project 10 to support LGBTQ youth. For more information about any of these three organizations, please consult pages 44-45 of this document. In addition to their experiences talking with students, Raimi was motivated to create this guide after a number of conversations with educators on the difficulties of supporting trans and gender non-conforming students in a system that is unprepared to do so. Many thanks to everyone who gave their time and support: the interviewees, M.J., S.W., and E.S.; and all of the proofreaders, Ainsley, Alex, Alyx, Hannah, Marika, Noah, and Toby. Most of all, thanks to Aziz Choudry for support and guidance and excellent supervision. This guide was only possible because of all of your help! To contact Raimi, for more information, or for an electronic copy of this guide, email mtltransyouth@gmail.com or visit http://supporttransyouth.blogspot.com/.

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