Guidelines for Supporting Transgender and Gender-Nonconforming Students
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Guidelines for Supporting Transgender and Gender-nonconforming Students Guidelines for Supporting Transgender and Gender-nonconforming Students Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education and Early Childhood Development of the content, policies, or products of the referenced website. The department does not control the referenced websites and is not responsible for the accuracy, legality, or content of the referenced websites or for that of subsequent links. Referenced website content may change without notice. School boards and educators are required under the department’s Public School Programs’ Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to [email protected]. Guidelines for Supporting Transgender and Gender-nonconforming Students © Crown copyright, Province of Nova Scotia, 2014 Prepared by the Department of Education and Early Childhood Development The contents of this publication may be reproduced in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education and Early Childhood Development. Cover photographs may not be extracted or re-used. Please note that all attempts have been made to identify and acknowledge information from external sources. In the event that a source was overlooked, please contact the Student Services Division, Nova Scotia Department of Education and Early Childhood Development, [email protected]. Cataloguing-in-Publication Data Main entry under title. Guidelines for Supporting Transgender and Gender-nonconforming Students / Nova Scotia. Department of Education and Early Childhood Development. ISBN: 978-1-55457-648-7 1. Transgender youth—Education. 2. Transsexualism. 3. Diversity education. 4. Guidance and counselling I. Department of Education and Early Childhood Development 371.8267–dc23 2014 ACKNOWLEDGMENTS Acknowledgments The Nova Scotia Department of Education and Early Childhood Development would like to sincerely thank the Toronto District School Board and the Canadian Teachers’ Federation for their guidance and support in the development of these guidelines. GUIDELINES FOR SUPPORTING TRANSGENDER AND GENDER NON-CONFORMING STUDENTS iii CONTENTS Contents Introduction and Context ........................................................................1 Purpose ............................................................................................. 2 Principles ........................................................................................... 3 Application ........................................................................................ 3 Definitions ...............................................................................................5 Working with Transgender and Gender-nonconforming Students ..........9 1. Support the student’s individual process ........................................ 9 2. Use the student’s preferred name(s) and pronoun(s) ..................... 10 3. Maintain records consistent with legal practice ............................ 12 4. Ensure dress codes support the full expression of the student’s gender identity ............................................................................. 12 5. Minimize gender-segregated activities .......................................... 13 6. Enable full and safe participation in physical education classes and extracurricular activities, including athletics, in accordance with the student’s gender identity ................................................. 14 7. Provide safe access to washroom and change-room facilities in accordance with the student’s gender identity .......................... 15 Comprehensive School Approach to Integration of Diverse Gender Identities and Gender Expressions ...............................17 Curriculum Integration and Access to Accurate Information ........... 17 Professional Learning, Advocacy Support, and Role Models .................19 Student Engagement and Student Leadership .......................................21 Resources to Support Implementation of These Guidelines ..................23 Resources ......................................................................................... 24 References ..............................................................................................27 GUIDELINES FOR SUPPORTING TRANSGENDER AND GENDER NON-CONFORMING STUDENTS v INTRODUCTION AND CONTEXT Introduction and Context In December 2012, the Nova Scotia Human Rights Act was amended to specifically incorporate the protection of transgender people from discrimination. Under the act, it is illegal to discriminate based on gender identity and gender expression. The Department of Education and Early Childhood Development developed the following guidelines, in keeping with the new legislation, to help school board superintendents, school board administrators, and schools to create a culture that is safe, respectful, and supportive for transgender and gender-nonconforming students. Identity is fluid and complex. It is experienced, interpreted, and articulated in many different ways. Our identity is determined by how we see ourselves, how others see us, and, as well, how these two (sometimes oppositional) perceptions interact. Gender identity is a person’s internal sense of being male, female, both, neither, or somewhere in between. Gender identity refers to internal experience that cannot be determined by others. How you present or show your gender to the world is known as gender expression. For most people, their gender identity or expression is consistent with their assigned or biological sex at birth. The term for this experience is cisgender. For transgender people, their gender identity or expression differs from their assigned or biological sex at birth. People who are gender variant or gender nonconforming have a gender expression that differs from what is considered “normative,” or expected for their “perceived” gender or assigned sex in a given culture. To progress academically and developmentally, all students need a safe and supportive school environment. Findings from Every Class in Every School: GUIDELINES FOR SUPPORTING TRANSGENDER AND GENDER NON-CONFORMING STUDENTS 1 INTRODUCTION AND CONTEXT First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools (Taylor et al. 2011) indicate that transgender and gender- nonconforming students are struggling to find such an environment. The study involved surveying over 3,700 students from across Canada between December 2002 and June 2009. • Ninety per cent of trans youth hear transphobic comments daily or weekly from other students, and almost a quarter (23%) of trans students reported hearing teachers use transphobic language daily or weekly. • Almost three-quarters (74%) of trans students reported being verbally harassed about their gender expression. • One-quarter (25%) of trans students reported having been physically harassed. • Forty-four per cent of trans students reported being likely to miss school because of feeling unsafe, and 15 per cent reported having skipped more than 10 days because of feeling unsafe at school. The education system in Nova Scotia is committed to fair and equitable participation and benefit by all people (Nova Scotia 2013). Administrators, faculty, staff, and students each play an important part in creating and sustaining a safe and supportive school environment. Purpose The Department of Education and Early Childhood Development has developed best practice guidelines to ensure that transgender and gender-nonconforming students have equitable access to all aspects of school life (academic, extracurricular, and social) in ways that preserve and protect their dignity. This document is intended to support schools and school boards in fulfilling our shared obligation to promote the dignity, respect, and equity of transgender and gender-nonconforming students. The guidelines have been designed to • support transgender and gender-nonconforming students, based on their human rights, to enable the free and full expression of their identity • ensure transgender and gender-nonconforming students’ well-being, participation, and performance by creating safe and positive environments for learning 2 GUIDELINES FOR SUPPORTING TRANSGENDER AND GENDER NON-CONFORMING STUDENTS INTRODUCTION AND CONTEXT Principles The principles informing the implementation of these guidelines are as follows: • The rights and needs of students who are transgender and gender nonconforming are at the centre of, and are to be served by, these guidelines. • The voices and experiences of transgender and gender-nonconforming students will be included in a collaborative way in decision making. • Self-identification is the sole measure of a student’s gender identity. • Transgender and gender-nonconforming students are treated with dignity and respect. • These guidelines support a positive, proactive approach that promotes and protects the rights of transgender and gender-nonconforming students Application Every person plays an important role and has a responsibility in creating supportive environments for transgender and gender-nonconforming students. These guidelines support schools and school boards in protecting and respecting students, based on gender identity and