Early adolescent educators can ensure that all transgender and gender non-conforming students feel included/feel like they belong by supporting these students not only as an ally but as an advocate. As cisgender-identifying middle school teachers, you must be aware of and acknowledge your privilege. Educating yourself and others on the transgender community, “... offering… truths in response to misperceptions you hear among students and staff” (Mula, 2016). However, if you do not know or understand something, do not “... bombard your student with uncomfortable questions. Explore LGBTQ+ sites, read LGBTQ literature, ask LGBTQ friends…” (Bijak, 2018). Moreover, it can seem like there is not much of a difference between an ally and an advocate, but there is. To be an advocate, you must be active and not passive. Therefore, to support your transgender and gender non-conforming students, “... this might mean encouraging other staff to use a student’s chosen name and/or pronouns. You might have to fight dress code policies or prom date rules. … Speak out in support of your students because they may be unable to speak up for themselves” (Bijak, 2018). To conclude, as early adolescent educators, you are committed to providing an inclusive and safe environment for all students, especially those that identify as transgender or gender non-conforming. As this marginalized group is often silenced, it is crucial that you, middle school teachers, “... lead the way on dispelling myths in… schools and communities and advocate for transgender students” (Mula, 2016).

This issue relates to different aspects of development, specifically identity development. Brown and Knowles (2014) mention, “Middle schools are powerful training grounds for the development of sexual and gender identity” (p. 54). Therefore, it is within reason that early adolescent educators need to be developmentally responsive and knowledgeable in all areas of identity development, which should include transgender and gender non-conforming identities. Middle school teachers must foster a welcoming, inclusive, and affirming environment for all students. To do so, you must have a “... comprehensive knowledge of young adolescents and … respond to their varied needs” (Brown & Knowles, 2014, p. 14). Effective early adolescent educators are advisors and advocates to all students, which means you should “... respect and enjoy working with young adolescents, are knowledgeable about the development of this age group, and understand the various social identities that may influence students’ experiences and opportunities. Advisors… listen to and guide youth through the ups and downs of school life. They also know how and when to connect students with additional resources that might be beneficial” (Bishop & Harrison, 2021, p. 16). To support transgender and gender non-conforming students, especially throughout a confusing and difficult process, such as identity development, you must be empathic to be proper advisors and advocates for your students. Although you are likely cisgender and have not undergone any aspect of gender transition, to be an effective middle school teacher, you must be able to “... recognize their frustration and address the unruly behaviors with an understanding of what students are experiencing. Empathy is needed to assure students that variations in growth during their middle level years is normal and that negative feelings associated with their growth are common. Helping students focus on their other strengths and having appropriate personnel provide factual information on what they are experiencing may stem the frustration. Just listening to them may be the most meaningful action teachers can take” (Brown & Knowles, 2014, p. 24). You might not identify as transgender or gender non-conforming, although you have experienced and undergone identity development. Therefore, you can relate to and support these students, as you were once a young adolescent like them, exploring and trying to understand who you are.