SUPPORTING
TRANSGENDER
YOUTH
Dr. Jessica Miller
Summer 2023

You will find an index card at your seat. Use one side of the
card for each question

One thing you know about transgender people

One question you have about transgender people
WARM UP

You are here because you have a transgender or nonconforming child in your school or classroom

You are open to learning

You care deeply for all of your students

You want to learn more because you will eventually have a
transgender or non-conforming student

You are an administrator who has a transgender or nonconforming student and you are unsure of what you can and
cannot do

You are coming with a mindset of inquiry and growth
ASSUMPTIONS

Recognize and define the various pronouns available for
students identify themselves.

Recognize the belief that gender does not exist on a binary.

Identify the importance of providing transgender students
support on campus.

To heighten awareness of definitional and other issues related
to transgender gender identity as they pertain to school

Construct a knowledge base about the various experiences
and challenges faced by transgender students at school, as
well as how to address these matters

To provide an opportunity for participants to apply their newfound awareness and knowledge.
LEARNING INTENTIONS

Introduce Yourselves!

Think about the gender messages you received growing up


What is one message you received about gender while growing up
from your parents/family?

What is one message you received about gender while growing up,
from peers?

What is one message you received about gender from the media as
you were growing up?
Choose one person from your group to share out
IN YOUR TABLE GROUPS
Some tough
numbers
2020 CDC National Youth Risk Behavior Surveillance Results
16% of LGBTQ kids
have been
threatened or
injured with weapon
at school
29% of LGBTQ kids
have been bullied
at school
22% of LGBTQ kids
have attempted
suicide
29% of trans kids
have been
threatened or
injured with a
weapon at school
43% of trans kids
have been bullied
at school
29% of trans kids
have attempted
suicide
7% of cisgender
students
threatened at
school
IN COMPARISON
7% cisgender
students
attempted suicide
35% of LGBTQ kids were disciplined more for public
affection
24% of LGBTQ kids and 47% of trans kids weren’t
allowed to use chosen name or pronoun
12% of LGBTQ kids were discouraged to participate
in school activities
MORE HARD NUMBERS
Prevalence 2.5 – 4 times higher substance use
•Higher risks for earlier onset and recent use
Hazardous alcohol use
2 – 2 ½ times more likely to use cocaine/meth in lifetime
2 x times likely to report recent 30 day prescription pain medication use
More than 3 times likely to use cigarettes or vapes in school
SUBSTANCE ABUSE STATISTICS
Gilbert et al., 2018; Day, et al., 2017; DePedro et al, 2017
LGBTQ kids identified...
Non-LGBTQ kids identified...

26% non-accepting families

25% Classes/exams/grades

21% School/bullying problems

14% College/career

18% Fear of being outed

11% Financial pressures related to college
AMONG THOSE ASKED TO DESCRIBE THE MOST IMPORTANT PROBLEM FACING
THEIR LIVES RIGHT NOW...
Lower Self-Esteem
Depression, Substance Abuse, Self-Harm
Loss of family/friends Homelessness
Lower Performance
Increased absenteeism
Lower academic achievement
Fewer Opportunities
Educational/Extracurricular
THE EFFECT OF PRESSURE
Less likely to pursue post- secondary education
“It is not justice if we leave behind members of our
community, if we ignore the interconnected oppression
of those we share community with.” - Skylar Lee
Loving
Artistic
Passionate
Died by suicide at age 16
School Realities
Knowing little
about
transgender
people
Being unsure of
state laws
LGBTQ YOUTH WHO HAVE
AT LEAST ONE ACCEPTING
ADULT ARE 40% LESS
LIKELY TO ATTEMPT SUICIDE
1
Provide a safe
space
TEACHERS…
2
Change lives---that’s their job
3
Save lives---that’s their power
A REAL LIFE EXAMPLE
Biological Sex
•Male
•Female
•Intersex
Sexual
Orientation
•Heterosexual
•Homosexual
•Bisexual
•Asexual
Human
Gender
Expression
•Masculine
•Feminine
•Androgynous
•Queen
Gender Identity
•Transgender
•Cisgender
•Nonbinary
•Pangender
•Agender
PRONOUNS
AND
PREFERRED
NAMES

Students have the right to be
addressed by a name and
pronoun corresponding to the
gender identity consistently
asserted at school.
Creating an environment of supportive students & staff
BEST PRACTICES
•
Develop a Policy
•
Ask the tough questions
•
Encourage teachers to be good allies
•
Develop an inclusive classroom culture
•
Establish community allies
•
Know the law is on your side

Policies reflect priorities

Diversity, equity, inclusion (DEI)

Educate staff on policies

Discuss and review clear expectations
DEVELOP A POLICY
•
Bullying
•
Harassment
•
Microaggressions
•
Dress codes
•
Sex education
•
School-wide messaging
•
Safe spaces
ASK THE TOUGH QUESTIONS AND
GENUINELY LISTEN

Interrupt

Question

Educate

Echo
ENCOURAGE STAFF TO BE ALLIES
Develop an inclusive classroom culture
Model pronoun usage
Facilitate conversations about identity
Challenge gender norms
Find opportunities for inclusion in lesson plans
Continue to learn about inclusivity

Correct misinformation

Know the landscape of hate

Support those who are targeted

Establish parental relationships with those who may need to be
calmed
ESTABLISH COMMUNITY ALLIES
Fosters an atmosphere of respect
Demonstrates understanding and care
Results in a friendlier environment
Creates a safer and more inclusive environment
When an individual’s identity is accepted, then their sense of self is
increased
WHY USE APPROPRIATE
TERMINOLOGY

It’s a phase

People blaming me that I’m just indulging my child in a
childhood whim


Child changes their mind after transition has begun

Self-Harm
Name change

Eating Disorders

Saying “goodbye” to the child I knew and the
memories we had together

Confusion - Child still does things that are gender
conforming, such as paints nails.

Not accepted by other family members


Not accepted by peers
Insurance won’t pay for hormone treatment or gender
reassignment surgery

Not accepted by society

Sometimes it’s hard for the parent to accept their child
will be different from other children

Bathroom safety


Wearing non gender conforming clothes in public
I’m not good at advocating and I want to avoid
confrontation

Conflict with religious beliefs

What is typical child/tween/teen behavior?

Is binding the chest safe

What will happen on school trips/camp?
FAMILY CONCERNS AND FEARS

Assess self-harm




Trevor Project - More than 1.8 million LGBTQ youth
(ages 13-24) contemplate a suicide attempt
each year in the US
Identify child’s stressors (stigma, discrimination, bullying,
or a perception of bias)
Know what is happening within the child’s school - 31%
of Trans children are harassed or bullied by teachers or
staff

Identify if the child has disclosed identity to others

Try and understand-seek out education for yourself

Seek out a mentor/role models for the child

Affirm leadership of LGBTQIA+ youth
Don’t assume, ask questions

Know terminology

Avoid bias opinions

Don’t assume child is gay or lesbian

Don’t assume that a trans child wants to be the total
opposite of the biological sex they were born

Suggest ally groups in school and the community

Try creating new support groups or programs

Do not give up if child does not confide in you or uses
any resources you referred

Continue to work to keep the child connected to the
community (even if it is social media) because strong
connection to community is important to resilience
WORKING WITH LGBTQIA+ YOUTH
The Dos
Do be open to listening
Do be aware of your implicit biases
Do your research to learn more about the history of the
struggle in which you are participating
Do the inner work to figure out a way to acknowledge how
you participate in oppressive systems
Do the outer work and figure out how to change the
oppressive systems
Do use your privilege to amplify (digitally and in person)
historically suppressed voices
Do learn how to listen and accept criticism with grace,
even if it’s uncomfortable
The Don’ts
Do not expect to be taught or shown. Take it upon yourself
to use the tools around you to learn and answer your
questions
Do not participate for the gold medal in the “Oppression
Olympics” (you don’t need to compare how your struggle
is “just as bad as” a marginalized person’s)
Do not behave as though you know best
Do not take credit for the labor of those who are
marginalized and did the work before you stepped into the
picture
Do not assume that every member of an underinvested
community feels oppressed
Do the work every day to learn how to be a better ally
YOUR ACTION PLAN TO ALLYSHIP
Trans kid's
preferred
name
Teacher’s
beliefs
Kid's name
SCHOOL CLIMATE

The School must address all issues that may negatively impact
school climate for transgender students.

Training for Staff

Training for Students as part of character and civility education,
assemblies, targeted training as needed

Clear guidelines for staff
"Time to support"
“Don’t turn my name
into just a hashtag.”
Skylar Lee
“Being a transgender high school
student is the least interesting thing
about me. It doesn’t define me…but
it is the load-bearing pillar of who I
am.” Winnie Plante
Microagressions
“That’s so gay”
“Why do you have to flaunt
it?”
“You’re being oversensitive”
“Aren’t you making life hard for
yourself?”
“Do what you want but
I don’t have to
approve”
MICROAGGRESSIONS
Most often
individual acts of
subtle prejudice
or hostility.
Microaggressions
can be
intentional or
unintentional
Micro does not
mean that the
action is
insignificant

Microassaults

Small Behaviors that are intentional and purposefully hurtful


Microinsults


Using the wrong name or pronouns purposefully
Rude statements that are usually unintentional or unconscious that indicate ignorance or
bias

Inappropriate questions about genitals or surgical status

Redirecting someone to a separate bathroom

Making a face that reveals confusion or disgust
Microinvalidations

Statements of actions that are usually unintentional that ignore, minimize or nullify a person’s
identity

Only two gender options on forms

Telling non gender conforming people they should understand confusion from
cisgender population

“I am sure they did not mean it that way…”
THREE TYPES OF
MICROAGGRESSION

This activity shows how microaggressions affect
transgender youth in our schools.

It is designed to show the struggle of transgender
students when navigating a world with people
who are not knowledgeable about transgender
issues

This activity is meant to be challenging and you
may experience emotional discomfort

Please come as you are
ACTIVITY!
 This
is a dramatization, but it does represent the
types of prejudice out transgender students feel
on a regular basis
 One of the goals of this session is to better
understand the experiences of transgender
people
 Reflection Questions available to you in your
handouts
MICROAGGRESSION
ACTIVITY

Maladaptive coping patterns (substance use; high risk behaviors)

Parental rejection

Stigma

Discrimination

Provider bias

Access to care that address specific needs

Lack of insurance coverage

Homelessness

Bullying, harassment, hostile school environment

Internalized “transphobia”

Trauma

Social isolation
MENTAL HEALTH CHALLENGES
AMERICAN ACADEMY OF
PEDIATRICS. 2017.
“As pediatricians, we know that transgender children fare much
better when they feel supported by their family, school, and the
larger community. Shaming children based on their gender identity
or expression is harmful to their social-emotional health and may
have lifelong consequences. This includes public discourse that delegitimizes the contributions that transgender individuals make to
society.”
BARRIERS
WHILE WE DID CREATE A
MORE EQUITABLE PLAYING
FIELD, THERE WAS PUSHBACK. THAT IS BECAUSE FOR
THOSE WHO ARE
ACCUSTOMED
TO PRIVILEGE, EQUITY FEELS
LIKE OPPRESSION - BENSON.
Unsure of how to talk about
gender
Question the necessity
Lack the courage to talk about
gender
Lack the knowledge to talk about
gender
SOME
COMMON
BARRIERS

This activity shows how to support
transgender youth in our schools.

It is designed to allow us to think
about barriers transgender youth
face and critically think about
what we can do to support them
as educational professionals in
their lives

This activity is meant to be
challenging and you may
experience emotional discomfort

Please come as you are
ACTIVITY!
NUMBER OFF
A transgender student comes
to you and tells you they are
being harassed every time
they try to use the bathroom
SCENARIO ONE
A gender non-conforming
student makes an excuse to
rd
come see you during 3
period every day. They have
PE third period.
SCENARIO TWO
A student has recently revealed
to you that their parent has just
come out as transgender and
has started transitioning
medically. They are concerned
about other students finding out
and harassing them for it.
SCENARIO THREE
A student aspiring for college
asks for your assistance in finding
out about whether there are any
transgender affirming colleges to
which they might apply.
SCENARIO FOUR
What other barriers to critical conversations have you seen in your
personal life, schools, and districts?
TALK ABOUT IT
IMAGINING
TRANSGENDER
YOUTH
I
will be leading you through a guided
imaginary exercise.
After
a minute of reflection, I will ask you
to share one word that describes how you
would be feeling at the end of the day
you just imagined.
After
another minute of reflection, I will
ask you to describe your emotions in one
word

All references for both the presentation and handouts
can be found in the last pages of your playbook
REFERENCES
KNOW THE LAW
IS ON YOUR
SIDE.

Dr. Jessica Miller

Jessica.miller@morongo.k12.ca.us

279-901-1266

@Dr_JessLEA

Leahumanity.com
CONTACT ME