Gender Transitions

A transgender student who is ready to socially transition, regardless of whether the student is undergoing medical transition, may initiate a process to change how the student is addressed (preferred name, preferred pronoun), their attire, and access to preferred activities and facilities. Every student’s situation is different, so this process should begin with a meeting between the student and an administrator, counselor to discuss the type of supports the student is requesting. During this initial meeting, the counselor or administrator should also try to discover the extent to which the student’s parents are aware of the student’s gender identity. An initial meeting may or may not include the student’s parents, depending on individual circumstances and how the meeting was initiated. There may be situations where a student has not yet talked to their parents about their transgender status, but still makes a request for supports. These instances may be more common at the middle and high school levels, than at the elementary school level.

Schools should customize supports to optimize each student’s integration, and the supports must be documented. Both the student and the school should sign the document describing agreed-upon supports. Schools are encouraged to use the attached Student Support Plan for Gender Identity (Attachment A) as documentation of the established understanding between all parties about supports that have been agreed upon. Once a plan is established, the counselor or administrator should then follow up with the appropriate school personnel (as appropriate to the agreed-upon supports) to inform them of the student’s asserted gender identity and agreed-upon supports. As a student’s identity develops, their appropriate supports may change. The student or their parent/guardian may initiate a meeting with a counselor or school administrator to change the support plan, particularly if requested supports related to sex-segregated facilities will be affected by the change. A counselor or administrator should revisit the

5 Page 6 plan as needed, with the student (and parent, if involved) for continued appropriateness. Supports for transgender students should be applied consistently.

All students should have access to locker room, bathroom, and shower facilities that are safe, comfortable, and convenient. Absent a concern for safety, schools should permit a student to use the restrooms or locker rooms for which they identify with. If private or separate facilities are requested by any transgendered or non-transgendered student, the student should be provided with those facilities. Remember, a student cannot be forced to use a restroom for which they do not identify.

Many, though not all, transgender youth undergo the experience of gender transition. The term “gender transition” describes the experience by which a person goes from living and identifying as one gender to living and identifying as another. For most youth, and for all young children, the experience of gender transition involves no medical intervention. Rather, most transgender youth will undergo gender transition through a process commonly referred to as “social transition,” whereby they begin to live and identify as the gender consistent with their gender-related identity. Some transgender youth who are close to reaching puberty, or after commencing puberty, may complement social transition with medical intervention that may include hormone suppressants, cross-gender hormone therapy, and, for a small number of young people, a range of gender-confirming surgeries. The decision about whether and how to

undergo gender transition is personal and depends on the unique circumstances of each individual. There is no threshold medical or mental health diagnosis or treatment requirement that any student must meet in order to have his or her gender identity recognized and respected by a school.

Many, though not all, transgender youth undergo the experience of gender transition. The term “gender transition” describes the experience by which a person socially and/or physically aligns their gender expression more closely to their true gender identity, and away from that associated with their assigned sex at birth. For most youth, and for all young children, the experience of gender transition is focused solely on “social transition,” whereby they begin to live as the gender consistent with their gender-related identity. Transgender youth who are in the process of social gender transition often choose a new name and gender pronouns that better reflect their gender identity, may begin to dress and style their hair in ways that better reflect their gender identity, and, as all young people do, seek social affirmation of their gender identity from peers and other important figures in their lives. Some transgender youth who are close to reaching puberty, or after commencing puberty, may complement social transition with medical intervention that may include hormone suppressants, cross-gender hormone therapy, and, for a small number of young people, a range of gender-confirming surgeries. An individual’s decision about whether and how to undergo gender transition is personal and it will depend on the unique circumstances of each student. There is no threshold medical or mental health diagnosis or treatment requirement that any student must meet in order to have his/her/their gender identity recognized and respected by a school.

Some transgender and GNC students have not talked to their families about their gender identity for reasons including safety concerns or a lack of acceptance. School personnel should speak with the student first before discussing a student’s gender nonconformity or transgender status with the student’s parent or guardian. For the same reasons, school personnel should discuss with the student how the school should refer to the student, e.g., appropriate pronoun use, in written communication to the student’s parent or guardian.

School districts should work closely with the student and the student’s parents in devising an appropriate plan regarding the confidentiality of the student’s transgender identity. In some cases, transgender students may feel more supported and safe if other students are aware that they are transgender. In these cases, school district staff should work closely with the student, parents, and other staff members on a plan to inform and educate the student’s peers. It may also be appropriate for school districts to engage with community resources to assist with educational efforts.

For those students who have been attending a school and undergo gender transition while attending the same school, school districts in consultation with the student and parents should develop a plan for initiating use of the chosen name and pronouns consistent with the student’s gender identity.

Many, though not all, transgender youth undergo the experience of gender transition. The term “gender transition” describes the experience by which a person goes from living and identifying as one gender to living and identifying as another. For most young children, the experience of gender transition involves no medical treatment. Rather, most transgender youth will undergo gender transition through a process commonly referred to as “social transition,” whereby they begin to live and identify as the gender consistent with their gender-related identity. Some transgender youth who are close to reaching puberty, or after commencing puberty, may complement social transition with medical treatment that may include puberty blockers, cross-gender hormone therapy, and, for a small number of young people, a range of gender-confirming surgeries. The decision to undergo gender transition is personal and depends on the unique circumstances of each individual. There is no threshold medical or mental health diagnosis or treatment requirement that any student must meet in order to have his or her gender identity recognized and respected by a school (GLSEN, 2016). Thus, medical treatment should never be considered a requirement before a student can socially transition at school.

Some transgender and gender non-conforming students may hide or keep secret their gender identity at home because they may not feel safe or fear that they will not be accepted (Family Acceptance Project, 2009). School personnel should speak with the student first before discussing a student’s gender nonconformity or transgender status with the student’s parent(s) or guardian(s). For the same reasons, school personnel should discuss with the student how the school shall refer to the student, e.g., appropriate pronoun use, in written communication to the student’s parent(s) or guardian(s). Schools should not discuss a student’s gender identity with the parent(s) or guardians(s) if school personnel believe it may jeopardize the student’s physical or mental safety. GLSEN has found the following:

Elementary School: Generally, it will be the parent(s) or guardian(s) that inform the school of the student’s impending transition. However, it is not unusual for a student’s desire to transition to June, 2016 Page 6 first surface at school. If school staff believes that a gender identity or gender expression issue is presenting itself and creating difficulty for the child in school, approaching parent(s)/guardian(s) about the issue is appropriate at the elementary level. Together, the family and school can identify appropriate steps to support the student.

Secondary Schools: Generally, notification of a student’s parent(s)/guardian(s) about their gender identity, expression, or transition is unnecessary, as they are already aware and may be supportive. In some cases, however, notifying the family carries risks for the student, such as being kicked out of the home. School staff should work closely with the student to assess the degree to which, if any, the family will be involved in the process and must consider the health, well-being, and safety of the transitioning student.

When a student transitions during the school year, the school should ascertain the student’s (and their family) desires and concerns relating to transition. The school should discuss a timeline for the transition in order to create the conditions to provide a safe and supportive environment at the school. Finally, the school should train school administrators and any educators that interact directly with the student on the transition plan, timeline for transition, and any relevant legal requirements (GLSEN, 2015). School staff members should abide by the student’s/parent’s wishes concerning how a student would like to be addressed. This would include complying with school policies, as well as state and federal anti-discrimination, harassment and bullying laws and regulations designed to ensure that all students are treated with dignity and respect regardless of any individual’s strongly held belief to the contrary (National School Board Association, 2016).

In some cases, transgender and gender nonconforming students may feel more supported and safe if other students are aware of their gender identity. In these cases, school staff should work closely with the student, families and other staff members on a plan to inform and educate the student’s peers. It may also be appropriate to engage external resources to assist with educational efforts.

In order to maintain privacy and confidentiality regarding their transition and gender identity, transgender students may wish—but are not required—to transition over a summer break or between grades. Regardless of the timing of a student’s transition, the school shall act in accordance with the following developmentally appropriate protocols. These protocols are guidelines, but each student situation should be handled according to the maturity of each individual student, while still respecting that student’s rights.

Grades PK3-­‐5 Generally, the parent or guardian will inform the school of an impending transition. However, it would be appropriate to approach the family of an elementary school student if school staff believes that a gender identity or expression issue is presenting itself at school and creating difficulty for the student. Together, the family and school can then identify appropriate steps to support the student. A guide of community resources can be found in Appendix VII and a school-­‐level planning document can be found in Appendix III of this document.

District of Columbia Public Schools | June 2015 Page 6 of 38 Transgender and Gender-­‐Nonconforming Policy Guidance Grades 6-­‐12 Generally, notification from the student’s parents or guardians about their gender identity, gender expression, or transition is unnecessary, as they may already be aware and supportive. In some cases, however, notifying parents or guardians carries risks for the student, such as being kicked out of the home. Prior to notification of any parent or guardian regarding the transition process, school staff should work closely with the student to assess the degree to which, if any, the parent or guardian will be involved in the process and must consider the health, wellbeing, and safety of the transitioning student.

Not all gender-­‐nonconforming students identify as being transgender, so transition may look very different for each student and not all people who undergo a transition desire the same outcome. In most cases, transitioning is a very private matter. Students may choose to have their parents participate in this process; however parental participation is not required. When appropriate, schools should work closely with the student and family in devising an appropriate plan regarding the confidentiality of the student’s transgender status. A sample school planning tool is included in Appendix III. This planning tool provides a list of topics for a transitioning student to review with a trusted adult in the school and/or a school administrator. Please note that the student chooses who should be involved in these meetings. Privacy considerations also may vary with the age of the student. Please see below for additional guidance specific to elementary-­‐aged students. The contents of the plan should be discussed only with the persons who are responsible for implementing the plan. For example, the PE teacher should be notified that a student who had previously used a boys locker room would move into the girls area.

Information in the school planning tool contains personal notes about the student and is maintained by school officials involved in developing the school plan. Information should not be considered an official educational record under the Family Educational Rights and Privacy Act (FERPA). This means that information from the school planning tool may be shared with the student’s parents or guardians only if the student has expressed the desire to have their involvement, but parents are not entitled to access this information under FERPA.