Frequently Asked Questions

We know that schools and classrooms that are affirming and supportive of LGBTQ+ identities can make students feel more welcome, less anxious, and safer. Here are just a few ways to make schools and classrooms more inclusive:

1.  Establish a baseline of how you, your classroom, and/or your school is doing in terms of supporting and affirming LGBTQ+ students and staff. What is going well? Where is there room for improvement? What are some goals that your school team can set for the next school year? 

2.  Include classroom guidelines or norms that address respecting each other's identities.

   • Make sure there is accountability and processes to address harm when it happens. 

   • Remember that any bias-based incidents involving students, including those related to sexual orientation and/or gender identity, must be reported to the Office of Equity. 

3.  Ensure that the books you use in your classroom include stories by and about LGBTQ+ people of color, nonbinary people, and transgender people.

4.  Highlight and center LGBTQ+ people with intersectional identities.

5.  Examine any gendered practices and discontinue those that are unnecessary or do not serve a pedagogical purpose.

6.  Practice using gender inclusive language. 

   • For example, instead of greeting students with "Good morning boys and girls", you can use "students", "scholars", or "friends".

7.  Challenge gender stereotypes where they appear. 

   • For example, you can respond by saying something like "anyone can like the color pink" or prompting with questions like "what makes something 'just for boys'?". Here is a sample K-2 lesson plan from Gender Spectrum. 

8.  Find out about the work already being done within your school community to support LGBTQ+ students and staff. 

9.  Become familiar with community resources for LGBTQ+ students, staff, and families. 

10.  Recognize that this is an ongoing process and there are always ways to do better.

11.  Reach out to our team with any questions or for additional support!

Resources: 

Resources for Educators (BPS Office of Equity)

LGBTQ Visibility and Integration in Elementary Schools (GLSEN)

Inclusive Curriculum Guide (GLSEN)

Gender Spectrum Back to School toolkit

Creating Safer Spaces for LGBTQ (Advocates for Youth)

Gender Inclusive/Non-Sexist Language Guidelines and Resources (University of Pittsburgh)

LGBTQ Inclusivity in Schools: A Self-Assessment Tool (CDC)

Toolkit for LGBTQ+ Affirming Educators (OUT for Safe Schools)

We recommend reaching out to our partners at Safe Schools for any training needs. They provide in person and virtual trainings and are usually able to respond to requests within 2-3 business days. Complete this form to request a training or schedule a speaker. 

The BPS team has a very limited capacity to provide staff training. We primarily work with small, school based teams as opposed to providing full school PDs. Members of our team may also be available to join school meetings or events as a speaker or attendee. For more information contact Carmen Fonseca, BPS LGBTQ+ Student Support Manager, at cfonseca2@bostonpublicschools.org. 

We have some tips and ideas for starting your GSA here. For more information contact Shaquille Jones, the district's GSA Support Coordinator, at sjones3@bostonpublicschools.org. 

There is no one right way for when/how to share pronouns, it can depend on factors such as age/grade level of students, school and classroom environment, and comfort of each student. If you feel comfortable, you can model for students by sharing your own pronouns at the beginning of the school year. You can do this by saying something like, "Good morning everyone! My name is Ms. Rodriguez. I will be your geometry teacher and my pronouns are she and they." 

Students may be in different places with regards to their understanding of their own gender identity and/or pronouns. It is important to include lessons on various aspects of identity, including gender identity, so that everyone has a shared understanding of what different terms mean, how to respect each other, and to ensure that students know their own identities are valid, even if they are unsure or not ready to share them at school. 

If you don't know or can't remember someone's pronouns, it's okay to ask. You can say something like "what pronouns would you like me to use when referring to you?" or "can you remind me which pronouns you go by?" 

Remember that students may still be arriving at the pronouns that feel good to them and that those pronouns may change over time. Students may also feel safe to share their pronouns and/or gender identity in some spaces and not in others. 

NOTE that we no longer say "preferred pronouns" because someone's pronouns are not a preference, they are the pronouns that must be used.

Resources: 

Pronoun Guide (GLSEN)

Pronoun Usage Guide (comic from Egale)

What If I Make a Pronouns Mistake? (Pronouns.org)

Pronouns 101 (Human Rights Campaign)

Transitioning refers to the ways that transgender people move to live as the gender they identify with. Everyone's transition looks different and may take place at any age or stage of life. Folks may go through multiple transitions throughout their lifetime. 

For some folks, transitioning may include legal aspects such as a legal name change or additional documentation such as a driver's license that reflects their affirming or chosen name and correct gender markers. For some folks, transitioning may include medical aspects such as hormone blockers or surgery. 

At BPS, most often when we refer to transitioning we are talking about a social transition. A social transition may include but is not limited to going by a chosen name, using new or different pronouns, and changing expression through clothing and/or hairstyle. 

Every student will have different needs! Fundamentally, it is important to be intentional about consistently using the correct name and pronouns for every student.  

Some students may not need or want anything other than someone to listen to them share out loud. They may not be ready to transition at school yet or they may not want to transition at all. It is important to listen and not make assumptions. You can say something like "Thank you for sharing this with me! What would feel supportive from me?" 

As part of their transition, some students may decide to go by a chosen or affirming name that may be different from the name listed in Aspen/SIS. They may also want to use new or different pronouns. Schools should make every effort to consistently use the student's chosen/affirming name and stated pronouns, whether or not they match what name is listed in BPS systems. 

It may be helpful to create a gender support plan or go through a checklist of ways to support the student at school and at home. Remember that every student is unique and it is important to follow their lead and go at their pace. 

IMPORTANT: Every student has the right to decide if, when, and how to share their personal information with others. School based staff should take care not to share anything about a student's gender identity or sex assigned at birth without their expressed permission. Disclosing a student's gender identity or sexual orientation without their consent is also known as "outing". Outing a student, whether intentional or not, may cause the student discomfort or could even put them in danger. 

Resources: 

When a student comes out to you (GLSEN)

Fillable Gender Support Plan (Gender Spectrum)

Gender Support Checklist for Transgender and Nonbinary Students (Welcoming Schools)

Students are not required to update their name and/or gender markers to go by a chosen or affirming name at school. Once a student shares a chosen or affirming name, schools should make every effort to respect that. 

If they do choose to update Aspen/SIS and Google Classroom, they may do so by completing the Change of Student Information form and returning to Carmen Fonseca, BPS LGBTQ+ Student Support Manager, at cfonseca2@bostonpublicschools.org. Note that this form is for students updating their name and/or gender markers in BPS systems for gender identity reasons. This form will update BPS systems ONLY and will not affect any records outside of Boston Public Schools. A parent or guardian signature is required for students under the age of 14 or who have not yet entered 9th grade. 

A letter of explanation can be provided upon request. Contact Carmen Fonseca at cfonseca2@bostonpublicschools.org or for more information.