Examples of Policies and Emerging Practices

for Supporting Transgender Students

U.S. Department of Education

Office of Elementary and Secondary Education
Office of Safe and Healthy Students
May 2016

U.S. Department of Education

Office of Elementary and Secondary Education
Office of Safe and Healthy Students

Ann Whalen
Senior Advisor to the Secretary, Delegated the Duties of the Assistant Secretary, Office of Elementary and
Secondary Education
David Esquith
Director, Office of Safe and Healthy Students
May 2016
This resource is in the public domain. Authorization to reproduce it in whole or in part is granted. The guides
citation should be:
U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Healthy Students,
Examples of Policies and Emerging Practices for Supporting Transgender Students (May 2016).
This guide is also available on the Office of Safe and Healthy Students website at
www.ed.gov/oese/oshs/emergingpractices.pdf. Any updates to this guide will be available at this website.
If you need technical assistance, please contact the Office of Safe and Healthy Students at:
OESE.Info.SupportingTransgenderStudents@ed.gov

Availability of Alternate Formats

Requests for documents in alternate formats such as Braille or large print should be submitted to the Alternate
Format Center by calling 202-260-0852 or by contacting the 504 coordinator via e-mail at om_eeos@ed.gov.
Notice to Limited English Proficient Persons
If you have difficulty understanding English you may request language assistance services for Department
information that is available to the public. These language assistance services are available free of charge. If you
need more information about interpretation or translation services, please call 1-800-USA-LEARN (1-800-8725327) (TTY: 1-800-437-0833), or e-mail us at ED.Language.Assistance@ed.gov. Or write to U.S. Department of
Education, Information Resource Center, LBJ Education Building, 400 Maryland Ave. SW, Washington, DC 20202.

Examples of Policies and Emerging Practices for Supporting Transgender Students

The U.S. Department of Education (ED) is committed to providing schools with the
information they need to provide a safe, supportive, and nondiscriminatory learning
environment for all students. It has come to EDs attention that many transgender students
(i.e., students whose gender identity is different from the sex they were assigned at birth)
report feeling unsafe and experiencing verbal and physical harassment or assault in school, and
that these students may perform worse academically when they are harassed. School
administrators, educators, students, and parents are asking questions about how to support
transgender students and have requested clarity from ED. In response, ED developed two
documents:

EDs Office for Civil Rights and the U.S. Department of Justices Civil Rights Division
jointly issued a Dear Colleague Letter (DCL) about transgender students rights and
schools legal obligations under Title IX of the Education Amendments of 1972.1 Any
school that has questions related to transgender students or wants to be prepared to
address such issues if they arise should review the DCL.

EDs Office of Elementary and Secondary Education compiled the attached examples of
policies2 and emerging practices3 that some schools are already using to support
transgender students. We share some common questions on topics such as school
records, privacy, and terminology, and then explain how some state and school district
policies have answered these questions. We present this information to illustrate how
states and school districts are supporting transgender students. We also provide
information about and links to those policies at the end of the document, along with
other resources that may be helpful as educators develop policies and practices for their
own schools.

20 U.S.C. 1681-1688; Dear Colleague Letter: Transgender Students (May 13, 2016),
www.ed.gov/ocr/letters/colleague-201605-title-ix-transgender.pdf.
2

In this document, the term policy or policies refers generally to policies, guidance, guidelines, procedures,
regulations, and resource guides issued by schools, school districts, and state educational agencies.
3

ED considers emerging practices to be operational activities or initiatives that contribute to successful outcomes
or enhance agency performance capabilities. Emerging practices are those that have been successfully
implemented and demonstrate the potential for replication by other agencies. Emerging practices typically have
not been rigorously evaluated, but still offer ideas that work in specific situations.

Each person is unique, so the needs of individual transgender students vary. But a school policy
setting forth general principles for supporting transgender students can help set clear
expectations for students and staff and avoid unnecessary confusion, invasions of privacy, and
other harms. The education community continues to develop and revise policies and practices
to address the rights of transgender students and reflect our evolving understanding and the
individualized nature of transgender students needs.
This document contains information from some schools, school districts, and state and federal
agencies. Inclusion of this information does not constitute an endorsement by ED of any policy
or practice, educational product, service, curriculum or pedagogy. In addition, this document
references websites that provide information created and maintained by other entities. These
references are for the readers convenience. ED does not control or guarantee the accuracy,
relevance, timeliness, or completeness of this outside information. This document does not
constitute legal advice, create legal obligations, or impose new requirements.

ii

Table of Contents
Student Transitions ............................................................................................................... 1
1.

How do schools find out that a student will transition? ................................................. 1

2.

How do schools confirm a students gender identity? .................................................... 1

3.

How do schools communicate with the parents of younger students compared to

older transgender students? ........................................................................................... 2

Privacy, Confidentiality, and Student Records ........................................................................ 4

4.

How do schools protect a transgender students privacy regarding the students

transgender status? ......................................................................................................... 4

5.

How do schools ensure that a transgender student is called by the appropriate name
and pronouns? ................................................................................................................. 5

6.

How do schools handle requests to change the name or sex designation on a students
records? ........................................................................................................................... 6

Sex-Segregated Activities and Facilities .................................................................................. 7

7.

How do schools ensure transgender students have access to facilities consistent with
their gender identity? ...................................................................................................... 7

8.

How do schools protect the privacy rights of all students in restrooms or locker
rooms? ............................................................................................................................. 7

9.

How do schools ensure transgender students have the opportunity to participate in

physical education and athletics consistent with their gender identity? ....................... 8

10.

How do schools treat transgender students when they participate in field trips and
athletic trips that require overnight accommodations? ................................................. 9

Additional Practices to Support Transgender Students ......................................................... 10

11.

What can schools do to make transgender students comfortable in the classroom? .. 10

12.

How do school dress codes apply to transgender students? ........................................ 10

13.

How do schools address bullying and harassment of transgender students? .............. 11

14.

How do school psychologists, school counselors, school nurses, and school social
workers support transgender students? ....................................................................... 11

15.

How do schools foster respect for transgender students among members of the
broader school community? .......................................................................................... 12

16.

What topics do schools address when training staff on issues related to transgender
students? ....................................................................................................................... 12

17.

How do schools respond to complaints about the way transgender students are
treated? ......................................................................................................................... 13

iii

Terminology ........................................................................................................................ 14
18.

What terms are defined in current school policies on transgender students? ............. 14

19.

How do schools account for individual preferences and the diverse ways that students
describe and express their gender?............................................................................... 15

Cited Policies on Transgender Students................................................................................ 16

Select Federal Resources on Transgender Students .............................................................. 18

iv

Student Transitions
1. How do schools find out that a student will transition?
Typically, the student or the students parent or guardian will tell the school and ask that the
school start treating the student in a manner consistent with the students gender identity.
Some students transition over a school break, such as summer break. Other students may
undergo a gender transition during the school year, and may ask (or their parents may ask on
their behalf) teachers and other school employees to respect their identity as they begin
expressing their gender identity, which may include changes to their dress and appearance.
Some school district or state policies address how a student or parent might provide the
relevant notice to the school.

Alaskas Matanuska-Susitna Borough School District issued guidelines (Mat-Su

Borough Guidelines) advising that transgender students or their parents or
guardians should contact the building administrator or the students guidance
counselor to schedule a meeting to develop a plan to address the students
particular circumstances and needs.

The guidelines issued by Washingtons Superintendent of Public Instruction

(Washington State Guidelines) offer an example of a student who first attended
school as a boy and, about midway through a school year, she and her family
decided that she would transition and begin presenting as a girl. She prefers to
dress in stereotypically feminine attire such as dresses and skirts. Although she is
growing her hair out and consistently presents as female at school, her hair is still in
a rather short, typically boyish haircut. The student, her parents, and school
administrators asked her friends and teachers to use female pronouns to address
her.

2. How do schools confirm a students gender identity?

Schools generally rely on students (or in the case of younger students, their parents or
guardians) expression of their gender identity. Although schools sometimes request some
form of confirmation, they generally accept the students asserted gender identity. Some
schools offer additional guidance on this issue.

Los Angeles Unified School District issued a policy (LAUSD Policy) noting that
[t]here is no medical or mental health diagnosis or treatment threshold that

students must meet in order to have their gender identity recognized and
respected and that evidence may include an expressed desire to be consistently
recognized by their gender identity.

The New York State Education Department issued guidance (NYSED Guidance)
recommending that schools accept a students assertion of his/her/their own
gender identity and provides examples of ways to confirm the assertion, such as a
statement from the student or a letter from an adult familiar with the students
situation. The same guidance also offers the following example: In one middle
school, a student explained to her guidance counselor that she was a transgender
girl who had heretofore only been able to express her female gender identity while
at home. The stress associated with having to hide her female gender identity by
presenting as male at school was having a negative impact on her mental health, as
well as on her academic performance. The student and her parents asked if it would
be okay if she expressed her female gender identity at school. The guidance
counselor responded favorably to the request. The fact that the student presented
no documentation to support her gender identity was not a concern since the school
had no reason to believe the request was based on anything other than a sincerely
held belief that she had a female gender identity.

Alaskas Anchorage School District developed administrative guidelines (Anchorage

Administrative Guidelines) noting that being transgender involves more than a
casual declaration of gender identity or expression but does not require proof of a
formal evaluation and diagnosis. Since individual circumstances, needs, programs,
facilities and resources may differ; administrators and school staff are expected to
consider the needs of the individual on a case-by-case basis.

3. How do schools communicate with the parents of younger students compared to

older transgender students?
Parents are often the first to initiate a conversation with the school when their child is
transgender, particularly when younger children are involved. Parents may play less of a role in
an older students transition. Some school policies recommend, with regard to an older
student, that school staff consult with the student before reaching out to the students parents.

The District of Columbia Public Schools issued guidance (DCPS Guidance) noting
that students may choose to have their parents participate in the transition
process, but parental participation is not required. The guidance further

recommends different developmentally appropriate protocols depending on grade

level. The DCPS Guidance suggests that the school work with a young students
family to identify appropriate steps to support the student, but recommends
working closely with older students prior to notification of family. The guidance also
provides a model planning document with key issues to discuss with the student or
the students family.

Similarly, the Massachusetts Department of Elementary and Secondary Education

issued guidance (Massachusetts Guidance) that notes: Some transgender and
gender nonconforming students are not openly so at home for reasons such as
safety concerns or lack of acceptance. School personnel should speak with the
student first before discussing a students gender nonconformity or transgender
status with the students 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 students
parent or guardian.

Chicago Public Schools guidelines (Chicago Guidelines) provide: When speaking

with other staff members, parents, guardians, or third parties, school staff should
not disclose a students preferred name, pronoun, or other confidential information
pertaining to the students transgender or gender nonconforming status without the
students permission, unless authorized to do so by the Law Department.

Oregons Department of Education issued guidance stating, In a case where a

student is not yet able to self-advocate, the request to respect and affirm a students
identity will likely come from the students parent. However, in other cases,
transgender students may not want their parents to know about their transgender
identity. These situations should be addressed on a case-by-case basis and school
districts should balance the goal of supporting the student with the requirement
that parents be kept informed about their children. The paramount consideration in
such situations should be the health and safety of the student, while also making
sure that the students gender identity is affirmed in a manner that maintains
privacy and confidentiality.

Privacy, Confidentiality, and Student Records

4. How do schools protect a transgender students privacy regarding the students
transgender status?
There are a number of ways schools protect transgender students interests in keeping their
transgender status private, including taking steps to prepare staff to consistently use the
appropriate name and pronouns. Using transgender students birth names or pronouns that do
not match their gender identity risks disclosing a students transgender status. Some state and
school district policies also address how federal and state privacy laws apply to transgender
students and how to keep information about a students transgender status confidential.

Californias El Rancho Unified School District issued a regulation (El Rancho

Regulation) that provides that students have the right to openly discuss and express
their gender identity, but also reminds school personnel to be mindful of the
confidentiality and privacy rights of [transgender] students when contacting
parents/legal guardians so as not to reveal, imply, or refer to a students actual or
perceived sexual orientation, gender identity, or gender expression.

The Chicago Guidelines provide that the school should convene an administrative
support team to work with transgender students and/or their parents or guardians
to address each students individual needs and supports. To protect the students
privacy, this team is limited to the school principal, the student, individuals the
student identifies as trusted adults, and individuals the principal determines may
have a legitimate interest in the safety and healthy development of the student.

The Mat-Su Borough Guidelines state: In some cases, a student may want school
staff and students to know, and in other cases the student may not want this
information to be widely known. School staff should take care to follow the
students plan and not to inadvertently disclose information that is intended to be
kept private or that is protected from disclosure (such as confidential medical
information).

The Massachusetts Guidance advises schools to collect or maintain information

about students gender only when necessary and offers an example: One school
reviewed the documentation requests it sent out to families and noticed that field
trip permission forms included a line to fill in indicating the students gender. Upon
consideration, the school determined that the requested information was irrelevant
to the field trip activities and deleted the line with the gender marker request.

5. How do schools ensure that a transgender student is called by the appropriate name
and pronouns?
One of the first issues that school officials may address when a student notifies them of a
gender transition is determining which name and pronouns the student prefers. Some schools
have adopted policies to prepare all school staff and students to use a students newly adopted
name, if any, and pronouns that are consistent with a students gender identity.

A regulation issued by Nevadas Washoe County School District (Washoe County

Regulation) provides that: Students have the right to be addressed by the names
and pronouns that correspond to their gender identity. Using the students
preferred name and pronoun promotes the safety and wellbeing of the student.
When possible, the requested name shall be included in the Districts electronic
database in addition to the students legal name, in order to inform faculty and staff
of the name and pronoun to use when addressing the student.

A procedure issued by Kansas City Public Schools in Missouri (Kansas City

Procedure) notes that: The intentional or persistent refusal to respect the gender
identity of an employee or student after notification of the preferred pronoun/name
used by the employee or student is a violation of this procedure.

The NYSED Guidance provides: As with most other issues involved with creating a
safe and supportive environment for transgender students, the best course is to
engage the student, and possibly the parent, with respect to name and pronoun use,
and agree on a plan to reflect the individual needs of each student to initiate that
name and pronoun use within the school. The plan also could include when and
how this is communicated to students and their parents.

The DCPS Guidance includes a school planning guide for principals to review with
transgender students as they plan how to ensure the school environment is safe and
supportive. The school planning guide allows the student to identify the students
gender identity and preferred name, key contacts at home and at school, as well as
develop plans for access to restrooms, locker rooms, and other school activities.

6. How do schools handle requests to change the name or sex designation on a students
records?
Some transgender students may legally change their names. However, transgender students
often are unable to obtain identification documents that reflect their gender identity (e.g., due
to financial limitations or legal restrictions imposed by state or local law). Some school district
policies specify that they will use the name a student identifies as consistent with the students
gender identity regardless of whether the student has completed a legal name change.

The NYSED Guidance provides that school records, including attendance records,
transcripts, and Individualized Education Programs, be updated with the students
chosen name and offers an example: One school administrator dealt with
information in the students file by starting a new file with the students chosen
name, entered previous academic records under the students chosen name, and
created a separate, confidential folder that contained the students past information
and birth name.

The DCPS Guidance notes: A court-ordered name or gender change is not required,
and the student does not need to change their official records. If a student wishes
to go by another name, the schools registrar can enter that name into the
Preferred First name field of [the schools] database.

The Kansas City Procedure recognizes that there are certain situations where school
staff or administrators may need to report a transgender students legal name or
gender. The procedure notes that in these situations, school staff and
administrators shall adopt practices to avoid the inadvertent disclosure of such
confidential information.

The Chicago Guidelines state: Students are not required to obtain a court order
and/or gender change or to change their official records as a prerequisite to being
addressed by the name and pronoun that corresponds to their gender identity.

The Massachusetts Guidance also addresses requests to amend records after

graduation: Transgender students who transition after having completed high
school may ask their previous schools to amend school records or a diploma or
transcript that include the students birth name and gender. When requested, and
when satisfied with the gender identity information provided, schools should amend
the students record.

Sex-Segregated Activities and Facilities

7. How do schools ensure transgender students have access to facilities consistent with
their gender identity?
Schools often segregate restrooms and locker rooms by sex, but some schools have policies
that students must be permitted to access facilities consistent with their gender identity and
not be required to use facilities inconsistent with their gender identity or alternative facilities.

The Washington State Guidelines provide: School districts should allow students to
use the restroom that is consistent with their gender identity consistently asserted
at school. In addition, no student should be required to use an alternative
restroom because they are transgender or gender nonconforming.

The Washoe County Regulation provides: Students shall have access to use
facilities that correspond to their gender identity as expressed by the student and
asserted at school, irrespective of the gender listed on the students records,
including but not limited to locker rooms.

The Anchorage Administrative Guidelines emphasize the following provision:

However, staff should not require a transgender or gender nonconforming
student/employee to use a separate, nonintegrated space unless requested by the
individual student/employee.

8. How do schools protect the privacy rights of all students in restrooms or locker
rooms?
Many students seek additional privacy in school restrooms and locker rooms. Some schools
have provided students increased privacy by making adjustments to sex-segregated facilities or
providing all students with access to alternative facilities.

The Washington State Guidelines provide that any student who wants increased
privacy should be provided access to an alternative restroom or changing area. The
guidelines explain: This allows students who may feel uncomfortable sharing the
facility with the transgender student(s) the option to make use of a separate
restroom and have their concerns addressed without stigmatizing any individual
student.

The NYSED Guidance gives an example of accommodating all students interest in

privacy: In one high school, a transgender female student was given access to the
female changing facility, but the student was uncomfortable using the female
changing facility with other female students because there were no private changing
areas within the facility. The principal examined the changing facility and
determined that curtains could easily be put up along one side of a row of benches
near the group lockers, providing private changing areas for any students who
wished to use them. After the school put up the curtains, the student was
comfortable using the changing facility.

Atherton High School, in Jefferson County, Kentucky, issued a policy that offers
examples of accommodations to address any students request for increased
privacy: use of a private area within the public area of the locker room facility (e.g.
nearby restroom stall with a door or an area separated by a curtain); use of a nearby
private area (e.g. nearby restroom); or a separate changing schedule.

The DCPS Guidance recommends talking to students to come up with an acceptable

solution: Ultimately, if a student expresses discomfort to any member of the
school staff, that staff member should review these options with the student and
ask the student permission to engage the school LGBTQ liaison or another
designated ally in the building.

9. How do schools ensure transgender students have the opportunity to participate in

physical education and athletics consistent with their gender identity?
Some school policies explain the procedures for establishing transgender students eligibility to
participate in athletics consistent with their gender identity. Many of those policies refer to
procedures established by state athletics leagues or associations.

The NYSED Guidance explains that physical education is a required part of the
curriculum and an important part of many students lives. Most physical education
classes in New Yorks schools are coed, so the gender identity of students should not
be an issue with respect to these classes. Where there are sex-segregated classes,
students should be allowed to participate in a manner consistent with their gender
identity.

The LAUSD Policy provides that participation in competitive athletics, intramural

sports, athletic teams, competitions, and contact sports shall be facilitated in a

manner consistent with the students gender identity asserted at school and in
accordance with the California Interscholastic Federation bylaws. The California
Interscholastic Federation establishes a panel of professionals, including at least one
person with training or expertise in gender identity health care or advocacy, to make
eligibility decisions.

The Rhode Island Interscholastic Leagues policy states that all students should have
the opportunity to participate in athletics consistent with their gender identity,
regardless of the gender listed on school records. The policy provides that the
league will base its eligibility determination on the students current transcript and
school registration information, documentation of the students consistent gender
identification (e.g., affirmed written statements from student, parent/guardian, or
health care provider), and any other pertinent information.

10. How do schools treat transgender students when they participate in field trips and
athletic trips that require overnight accommodations?
Schools often separate students by sex when providing overnight accommodations. Some
school policies provide that students must be treated consistent with their gender identity in
making such assignments.

Colorados Boulder Valley School District issued guidelines (Boulder Valley

Guidelines) providing that when a school plans overnight accommodations for a
transgender student, it should consider the goals of maximizing the students
social integration and equal opportunity to participate in overnight activity and
athletic trips, ensuring the [transgender] students safety and comfort, and
minimizing stigmatization of the student.

The Chicago Guidelines remind school staff: In no case should a transgender

student be denied the right to participate in an overnight field trip because of
the students transgender status.

Additional Practices to Support Transgender Students

11. What can schools do to make transgender students comfortable in the classroom?
Classroom practices that do not distinguish or differentiate students based on their gender are
the most inclusive for all students, including transgender students.

The DCPS Guidance suggests that [w]herever arbitrary gender dividers can be
avoided, they should be eliminated.

The Massachusetts Guidance states that [a]s a general matter, schools should
evaluate all gender-based policies, rules, and practices and maintain only those that
have a clear and sound pedagogical purpose.

Minneapolis Public Schools issued a policy providing that students generally should
not be grouped on the basis of sex for the purpose of instruction or study, but rather
on bases such as student proficiency in the area of study, student interests, or
educational needs for acceleration or enrichment.

The Maryland State Department of Education issued guidelines that include an

example of eliminating gender-based sorting of students: Old Practice: boys line up
over here. New Practice: birthdays between January and June; everybody who is
wearing something green, etc.

12. How do school dress codes apply to transgender students?

Dress codes that apply the same requirements regardless of gender are the most inclusive for
all students and avoid unnecessarily reinforcing sex stereotypes. To the extent a school has a
dress code that applies different standards to male and female students, some schools have
policies that allow transgender students to dress consistent with their gender identity.

Wisconsins Shorewood School District issued guidelines (Shorewood Guidelines)

that allow students to dress in accordance with their gender identity and remind
school personnel that they must not enforce a dress code more strictly against
transgender and gender nonconforming students than other students.

The Washington State Guidelines encourage school districts to adopt gender-neutral

dress codes that do not restrict a students clothing choices on the basis of gender:
Dress codes should be based on educationally relevant considerations, apply

10

consistently to all students, include consistent discipline for violations, and make
reasonable accommodations when the situation requires an exception.

13. How do schools address bullying and harassment of transgender students?

Unfortunately, bullying and harassment continue to be a problem facing many students, and
transgender students are no exception. Some schools make clear in their nondiscrimination
statements that prohibited sex discrimination includes discrimination based on gender identity
and expression. Their policies also address this issue.

The NYSED Guidance stresses the importance of protecting students from bullying
and harassment because [the] high rates experienced by transgender students
correspond to adverse health and educational consequences, including higher rates
of absenteeism, lower academic achievement, and stunted educational aspirations.

The Shorewood Guidelines specify that harassment based on a students actual or

perceived transgender status or gender nonconformity is prohibited and notes that
these complaints are to be handled in the same manner as other discrimination,
harassment, and bullying complaints.

The DCPS Guidance provides examples of prohibited harassment that transgender

students sometimes experience, including misusing an individuals preferred name
or pronouns on purpose, asking personal questions about a persons body or gender
transition, and disclosing private information.

14. How do school psychologists, school counselors, school nurses, and school social
workers support transgender students?
School counselors can help transgender students who may experience mental health disorders
such as depression, anxiety, and posttraumatic stress. Mental health staff may also consult
with school administrators to create inclusive policies, programs, and practices that prevent
bullying and harassment and ensure classrooms and schools are safe, healthy, and supportive
places where all students, including transgender students, are respected and can express
themselves. Schools will be in a better position to support transgender students if they
communicate to all students that resources are available, and that they are competent to
provide support and services to any student who has questions related to gender identity.

11

The NYSED Guidance suggests that counselors can serve as a point of contact for
transgender students who seek to take initial steps to assert their gender identity in
school.

The Chicago Guidelines convene a student administrative support team to

determine the appropriate supports for transgender students. The team consists of
the school principal, the student, adults that the student trusts, and individuals the
principal determines may have a legitimate interest in the safety and healthy
development of the student.

15. How do schools foster respect for transgender students among members of the
broader school community?
Developing a clear policy explaining how to support transgender students can help
communicate the importance the school places on creating a safe, healthy, and
nondiscriminatory school climate for all students. Schools can do this by providing educational
programs aimed at staff, students, families, and other community members.

The Massachusetts Guidance informs superintendents and principals that they

need to review existing policies, handbooks, and other written materials to ensure
they are updated to reflect the inclusion of gender identity in the student
antidiscrimination law, and may wish to inform all members of the school
community, including school personnel, students, and families of the recent change
to state law and its implications for school policy and practice. This could take the
form of a letter that states the schools commitment to being a supportive, inclusive
environment for all students.

The NYSED Guidance states that school districts are encouraged to provide this
guidance document and other resources, such as trainings and information sessions,
to the school community including, but not limited to, parents, students, staff and
residents.

16. What topics do schools address when training staff on issues related to transgender
students?
Schools can reinforce commitments to providing safe, healthy, and nondiscriminatory school
climates by training all school personnel about appropriate and respectful treatment of all
students, including transgender students.

12

The Massachusetts Guidance suggests including the following topics in faculty and
staff training key terms related to gender identity and expression; the development
of gender identity; the experiences of transgender and other gender nonconforming
students; risks and resilience data regarding transgender and gender nonconforming
students; ways to support transgender students and to improve school climate for
gender nonconforming students; [and] gender-neutral language and practices.

The El Rancho Regulation states that the superintendent or designee shall provide
to employees, volunteers, and parents/guardians training and information regarding
the districts nondiscrimination policy; what constitutes prohibited discrimination,
harassment, intimidation, or bullying; how and to whom a report of an incident
should be made; and how to guard against segregating or stereotyping students
when providing instruction, guidance, supervision, or other services to them. Such
training and information shall include guidelines for addressing issues related to
transgender and gender-nonconforming students.

17. How do schools respond to complaints about the way transgender students are
treated?
School policies often provide that complaints from transgender students be handled under the
same policy used to resolve other complaints of discrimination or harassment.

The Boulder Valley Guidelines provide that complaints alleging discrimination or

harassment based on a persons actual or perceived transgender status or gender
nonconformity are to be handled in the same manner as other discrimination or
harassment complaints.

The Anchorage Administrative Guidelines provide that students may also use the
Student Grievance Process to address any civil rights issue, including transgender
issues at school.

13

Terminology
18. What terms are defined in current school policies on transgender students?
Understanding the needs of transgender students includes understanding relevant terminology.
Most school policies define commonly used terms to assist schools in understanding key
concepts relevant to transgender students. The list below is not exhaustive, and only includes
examples of some of the most common terms that school policies define.

Gender identity refers to a persons deeply felt internal sense of being male or
female, regardless of their sex assigned at birth. (Washington State Guidelines)

Sex assigned at birth refers to the sex designation, usually male or female,
assigned to a person when they are born. (NYSED Guidance)

Gender expression refers to the manner in which a person represents or expresses

gender to others, often through behavior, clothing, hairstyles, activities, voice or
mannerisms. (Washoe County Regulation)

Transgender or trans describes a person whose gender identity does not correspond
to their assigned sex at birth. (Massachusetts Guidance)

Gender transition refers to the process in which a person goes from living and
identifying as one gender to living and identifying as another. (Washoe County
Regulation)

Cisgender describes a person whose gender identity corresponds to their assigned

sex at birth. (NYSED Guidance)

Gender nonconforming describes people whose gender expression differs from

stereotypic expectations. The terms gender variant or gender atypical are also used.
Gender nonconforming individuals may identify as male, female, some combination
of both, or neither. (NYSED Guidance)

Intersex describes individuals born with chromosomes, hormones, genitalia and/or

other sex characteristics that are not exclusively male or female as defined by the
medical establishment in our society. (DCPS Guidance)

LGBTQ is an acronym that stands for lesbian, gay, bisexual, transgender, and
queer/questioning. (LAUSD Policy)

14

Sexual orientation refers to a persons emotional and sexual attraction to another

person based on the gender of the other person. Common terms used to describe
sexual orientation include, but are not limited to, heterosexual, lesbian, gay, and
bisexual. Sexual orientation and gender identity are different. (LAUSD Policy)

19. How do schools account for individual preferences and the diverse ways that students
describe and express their gender?
Some students may use different terms to identify themselves or describe their situations. For
example, a transgender male student may identify simply as male, consistent with his gender
identity. The same principles apply even if students use different terms. Some school policies
directly address this question and provide additional guidance.

The Washington State Guidelines recognize how terminology can differ based on
religion, language, race, ethnicity, age, culture and many other factors.

Washingtons Federal Way School District issued a resource guide that states: Keep
in mind that the meaning of gender conformity can vary from culture to culture, so
these may not translate exactly to Western ideas of what it means to be
transgender. Some of these identities include Hijra (South Asia), Faafafine (Samoa),
Kathoey (Thailand), Travesti (South America), and Two-Spirit (Native American/First
Nations).

The Washoe County Regulation, responding to cultural diversity within the state,
offers examples of ways in which transgender and gender nonconforming youth
describe their lives and gendered experiences: trans, transsexual, transgender,
male-to-female (MTF), female-to-male (FTM), bi-gender, two-spirit, trans man, and
trans woman.

The DCPS Guidance provides this advice to staff: If you are unsure about a
students preferred name or pronouns, it is appropriate to privately and tactfully ask
the student what they prefer to be called. Additionally, when speaking about a
student it is rarely necessary to label them as being transgender, as they should be
treated the same as the rest of their peers.

15

Cited Policies on Transgender Students

Anchorage School District (AK): Administrative Guidelines: Working with Transgender and
Gender Nonconforming Students and Employees (2015) (on file with ED)

Atherton High School, Jefferson County School District (KY), Policy on School Space (2014),
www.jefferson.k12.ky.us/schools/high/atherton/SBDMDocuments/Policy%20500%20Draft
-%20Los%20Angeles%20Unified%20School%20District%20Revised%20Model.pdf

Boulder Valley School District (CO), Guidelines Regarding the Support of Students and Staff
Who Are Transgender and/or Gender Nonconforming (2016),
http://www.bvsd.org/policies/Policies/AC-E3.pdf

California Interscholastic Federation, Guidelines for Gender Identity Participation (2015),

http://static.psbin.com/m/5/0ndq7wwfgh2em9/Guidelines_for_Gender_Identity_Participa
tion.pdf

Chicago Public Schools (IL), Guidelines Regarding the Support of Transgender and Gender
Nonconforming Students (2016),
cps.edu/SiteCollectionDocuments/TL_TransGenderNonconformingStudents_Guidelines.pd
f

District of Columbia Public Schools, Transgender and Gender-Nonconforming Policy

Guidance (2015), dcps.dc.gov/publication/dcps-transgender-and-gender-non-conformingpolicy-guidance

El Rancho Unified School District, Transgender and Gender-Nonconforming Students (AR

5145.3) (2014), www.erusd.org/pdf/board_policies/5145_3.pdf

Federal Way Public Schools (WA), Working with Transgender and Gender-Nonconforming
Students and Staff (2014-2015), www.fwps.net/districtresources/wpcontent/uploads/sites/32/2013/12/FWPS_Transgender3.pdf?7a385a

Kansas City 33 School District (MO), Prohibition Against Discrimination, Harassment and
Retaliation (Transgender and Gender Nonconforming Employee and Students) (2013),
eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=ACAP(1)&Sch=228&S=228&RevNo=1.01&C=A&Z=R

Los Angeles Unified School District (CA), Transgender Students Ensuring Equity and
Nondiscrimination (2014),
notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_GENERAL
_COUNSEL/BUL-6224.1%20TRANSGENDER%20POLICY,%2008-15-14%20%20ADDED%20ED%20CODE%20221%205.PDF

16

Maryland State Department of Education, Providing Safe Spaces for Transgender and
Gender Non-Conforming Youth: Guidelines for Gender Identity Non-Discrimination (2015),
marylandpublicschools.org/MSDE/divisions/studentschoolsvcs/student_services_alt/docs/
ProvidingSafeSpacesTransgendergenderNonConformingYouth012016.pdf

Massachusetts Department of Elementary and Secondary Education, Guidance for

Massachusetts Public Schools Creating a Safe and Supportive School Environment
Nondiscrimination on the Basis of Gender Identity (2014),
www.doe.mass.edu/ssce/GenderIdentity.pdf

Matanuska-Susitna Borough School District (AK), Transgender Student Guidelines (2015),

www.matsuk12.us/site/handlers/filedownload.ashx?moduleinstanceid=10846&dataid=41
646&FileName=Title IX--Transgender Students Guidelines.pdf

Minneapolis Public Schools (MN), Permissible Grouping Principles (2014),

policy.mpls.k12.mn.us/uploads/regulation_6135_a.pdf

New York State Education Department, Guidance to School Districts for Creating a Safe and
Supportive School Environment for Transgender and Gender Nonconforming Students
(2015), www.p12.nysed.gov/dignityact/documents/Transg_GNCGuidanceFINAL.pdf

Oregon Department of Education, Guidance to School Districts: Creating a Safe and

Supportive School Environment for Transgender Students (2016),
www.ode.state.or.us/groups/supportstaff/hklb/schoolnurses/transgenderstudentguidance
.pdf.

Rhode Island Interscholastic League, Rules & Regulations (Article I, Section 22 Gender
Identity), www.riil.org/files/8214/3861/6354/ARTICLE_1_ORGANIZATION_2015.pdf

Shorewood School District (WI), Nondiscrimination Guidelines Related to Students Who Are
Transgender and Students Nonconforming to Gender Role Stereotypes (2014),
www.shorewood.k12.wi.us/uploaded/Board_Documents/Policies/411_Guidelines_and_Ex
hibit.pdf?1393865642372

Washington Office of State Superintendent of Public Instruction, Prohibiting Discrimination

in Washington Public Schools (2012),
www.k12.wa.us/Equity/pubdocs/ProhibitingDiscriminationInPublicSchools.pdf

Washoe County School District (NV), Gender Identity and Gender Non-Conformity
Students (2015), washoecountyschools.net/csi/pdf_files/5161%20Reg%20%20Gender%20Identity%20v1.pdf

17

Select Federal Resources on Transgender Students

U.S. Department of Education

o Office for Civil Rights and U.S. Department of Justices Civil Rights Division,
Dear Colleague Letter: Transgender Students (May 13, 2016),
www.ed.gov/ocr/letters/colleague-201605-title-ix-transgender.pdf
o Office for Civil Rights, Resources for Transgender and Gender-Nonconforming
Students, www.ed.gov/ocr/lgbt.html
o Office for Civil Rights, Publications on Title IX,
www.ed.gov/about/offices/list/ocr/publications.html#TitleIX
o Office for Civil Rights, How to File a Discrimination Complaint,
www.ed.gov/about/offices/list/ocr/docs/howto.html
o National Center on Safe Supportive Learning Environments,
safesupportivelearning.ed.gov

U.S. Department of Health and Human Services

o Administration for Children and Families, Resources for Serving Lesbian, Gay,
Bisexual and Transgender Youth, http://ncfy.acf.hhs.gov/features/servinglesbian-gay-bisexual-transgender-and-questioning-youth-openarms/resources-serving
o Centers for Disease Control and Prevention, LGBT Youth Resources,
www.cdc.gov/lgbthealth/youth-resources.htm
o Homelessness Resource Center, Homeless Populations: LGBTQI2-S Youth,
http://homeless.samhsa.gov/Channel/LGBTQ-153.aspx
o Stopbullying.gov, Bullying and LGBT Youth, http://www.stopbullying.gov/atrisk/groups/lgbt

U.S. Department of Housing and Urban Development

o Community-Wide Prevention of LGBTQ Youth Homelessness (June 2015),
https://www.hudexchange.info/resources/documents/LGBTQ-YouthHomelessness-Prevention-Initiative-Overview.pdf

18

U.S. Department of Labor

o Office of Job Corps, Directive: Job Corps Program Instruction Notice No. 14-31
(May 1, 2015), https://supportservices.jobcorps.gov/Program Instruction
Notices/pi_14_31.pdf

19