LCS Lesbian, Gay, Bisexual, Transgender, and Queer Support Guide

For School Personnel Formatted: Centered

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 Table of Contents

Page

Introduction.............................................................................................3

The “NEED”............................................................................................4

Legal Section ........................................................................................... 6

LGBTQ+ Glossary ................................................................................ 12

Frequently Asked Questions/Answers… .............................................. 16

The Importance of Trauma-Informed Care with LGBTQ+ Youth....20

How Teacher Can Make Their Classroom More LGBTQ+ Friendly … 25

LGBQ Student Support Plan ................................................................26

LCS Transgender/Gender Nonconforming

Support Articulation ................................................................. 28

LGBTQ+ Resources ............................................................................... 34

References… ...........................................................................................36

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 INTRODUCTION
The Leon County Schools LGBTQ+ Support Guide for School Personnel is intended to be a tool for school
administrators and personnel to effectively navigate existing laws, regulations and policies that support LGBTQ+
students. It provides guidance to ensure that all students are treated equitably and with dignity in the school setting.
This guide provides the following information:
• Direction to schools on meeting our federal/district obligations to ensure equitable
treatment of students who identify within the LGBTQ+ population.
• A listing of the most frequently ask questions that school personnel ask District leadership;
and
• Templates, tools, and resources for administrators and school staff.

This guide is designed to supplement the regular and periodic training that school personnel receive. While this
guide will serve as an important resource for school personnel, it cannot address every circumstance that school
personnel may encounter. For further assistance, please contact Prevention, Intervention, and Equity Services and
Support at (850) 487-7306.

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 BACKGROUND
We are excited to be working to ensure all Leon County School students and employees, including
lesbian, gay, bisexual, transgender gender-nonconforming, and queer peoples (“LGBTQ+”), reach
their fullest potential by creating safe and supportive environments in our schools. Schools are places
where all young people should feel safe and secure. Students who experience acceptance at school
are more highly motivated, engaged in learning, and committed to achieving the best possible
education.
Local and nationwide statistics detailed in the following sections paint a disturbing picture of
LGBTQ+ harassment, threats, assaults, and absenteeism due to pervasive safety concerns.
Additionally, research suggests minority and marginalized youth from all backgrounds can be
impacted positively or negatively by the well-being of the LGBTQ+ community in their schools.
The Leon County Schools District strives to build the capacity of school communities to coordinate
student supports and ensure that students are healthy, present, and positive members of a safe learning
community. Leon County Schools acknowledges that it is responsible for promoting safe and
welcoming schools for all students, regardless of sexual orientation, gender identity, or gender
expression. Supporting our mission and goals can only be achieved by promoting and expecting
equitable treatment for all students, including those who identify in the LGBTQ+ community, and
ensuring that they have the same protections and resources as their peers.
We also know that we can best support students by working in partnership with both students and
their parents in addressing issues that are critical to the LGBTQ+ community and maintaining the
well-being of all children. By doing so, all students are treated equally.. To this end, and in the hopes
of assisting school administrators who need both information and support, we have drafted this guide.
Following these guidelines protects school staff and Leon County Schools from potential legal action
and will help to avoid situations that endanger the safety of at-risk students. Leon County Schools'
nondiscrimination policies requires maintaining a positive and supportive environment for all
students, families, faculty, and employees of all gender identities and sexual orientations.

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 THE “NEED”
One cannot appreciate the critical need for this guide without first reviewing the very sobering facts and
statistics concerning the LGBTQ+ community in our schools. It is important that the school community
and home work together to address the needs of our diverse population andmitigate instances that can
be damaging to the whole child.
According to the National School Climate Survey administered by the Gay, Lesbian, and Straight
Education Network, 59.1% of LGBTQ students felt unsafe at school because of their sexual orientation,
42.5% because of their gender expression, and 37.4% because of their gender.

The Human Rights Campaign notes that 73% of LGBTQ youth have experienced verbal threatsbecause
of their actual or perceived LGBTQ identity.
Chapin Hall at the University of Chicago's Voices of Youth Count reported in a 2017 national survey
report that while 1 in 30 youth aged 13 to 17 had experienced homelessness in the prior year, LGBTQ+
youth are 120% more likely to be homeless than their cisgender, heterosexual peers.
According to the Trevor Project, 78% of transgender and non-binary youth reported being the subject
of discrimination due to their gender identity and 70% of LGBTQ youth reported discrimination due to
their sexual orientation. 20% of LGBTQ youth experienced physical harmdue to either their sexual
orientation or gender identity.
According to the Trevor Project, 39% of LGBTQ youth and more than half of transgender and non-
binary youth seriously considered attempting suicide. Over 18% of LGBTQ youth attempted suicide in
the past twelve months and (3) 29% of LGBTQ youth have experienced homelessness, been kicked out,
or run away.
As reported by the Trevor Project, transgender and non-binary youth who reported having pronouns
respected by all or most people in their lives attempted suicide at half the rate of those who did not have
their pronouns respected.
According to the Williams Institute at the UCLA School of Law, an estimated 46,600 adult Floridians
identify as transgender.
According to the Williams Institute at the UCLA School of Law, the percentage of transgender people
in Florida between the ages of 18 and 24 is 0.75%. If this percentage holds true for our school age
population, then we can expect in excess of 250 transgender students in Leon CountySchools.
The Williams Institute estimates the number of LGBT high-school age children in Florida in 2019 at
114,000, with 4,900 of those being transgender. Nationally, 9.5% of the youth population identifies as
LGBT. Leon County schools could have upwards of 3,300 LGBT students.
LGBTQ+ Students can get caught in a vicious spiral of negative outcomes. They experience bullying
and discrimination at higher rates than their cisgender and heterosexual peers. They oftenrespond with
depression, self-harm, and suicidal ideation. Many LGBTQ+ students skip school to avoid harassment
or turn to drugs as a coping mechanism. These behaviors lead to additional disciplinary measures and
conflicts, leading to lower school performance and higher dropout rates

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than their cisgender, heterosexual peers. Dropping out of high school itself increases the likelihood
these students will experience homelessness. By creating a school culture where LGBTQ+ students are
not bullied, where students are supported and have safe spaces to seek affirmation, schools can reduce
significant negative outcomes for these students.

Leon County Schools (LCS) is committed to providing a safe environment that is conducive to learning
for all students. These guidelines and procedures are prepared to equip school administration, faculty
and staff with the tools necessary for ensuring that all students across the LGBTQ+ spectrum feel
comfortable in the educational setting. Those diverse students deserve asafe and supportive learning
environment to achieve maximum academic success.

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 Legal Section
LCS is obligated to ensure that we do not discriminate. Everything must be done according to law.
The following anti-discrimination laws and policies apply equally to all students, including LGBTQ+
students.

Federal Law
14th Amendment
Amendment XIV to the Constitution of the United States; Section 1:
All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens
of the United States and of the State wherein they reside. No State shall make or enforceany law
which shall abridge the privileges or immunities of citizens of the United States; nor shall any State
deprive any person of life, liberty, or property, without due process of law; nor deny toany person
within its jurisdiction the equal protection of the laws.

The Equal Protection clause ends the last sentence of this section. According to the ACLU, the courts
have interpreted the Equal Protection Clause to prohibit discrimination on the basis of gender,
religion, and disability. Title VII of the Civil Rights Act of 1964 prohibits discrimination on the basis
of many factors, including sex. The Supreme Court in its 2020 decision in Bostock v. Clayton County,
GA dealt with a man, Gerald Bostock, who was fired from his county job for beingopenly gay. In the
Supreme Court decision, in which the court found in favor of Bostock, Justice Neil Gorsuch wrote
“An employer who fires an individual for being homosexual or transgenderfires that person for
traits or actions it would not have questioned in members of a different sex.” This Supreme Court
ruling solidified that discrimination “on the basis of sex” includes discrimination based on sexual
orientation or gender identity. For purposes of equal protectionunder the law, schools cannot
discriminate based on sexual orientation or gender identity.

The United States Constitution guarantees all people equal protection under the law. This means
public school officials and employees (who, for purposes of this guide, should be considered
extensions of the state government) may not single out a student for negative treatment based on
prejudices against LGBTQ+ students. Nor may they discriminate against students just because they
(or members of the community) disapprove of being gay or transgender or because they feel
uncomfortable around those who do not conform to traditional gender stereotypes.

The Constitution's equality guarantee also means that public school officials may not turn a blind eye
to anti-LGBTQ+ harassment or treat it less seriously than other forms of harassment. If a public school
official deliberately ignores anti-gay or anti-transgender peer abuse, or refuses to apply anti- bullying
protections on a nondiscriminatory basis, the official, and even the school district itself, may be held
liable for violating students' constitutional rights. Flores v. Morgan Hill Unified SchoolDistrict. 324
F.3d 1120, 1134-5 (9th Cir. 2003); Nabozny v. Polesney, 92 F.3d 446, 458 (7th Cir. 1996) ($962,000
in damages after a school failed to intervene in verbal and physical attacks on a student suspected to
be gay).

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Title IX
Title IX, Education Amendments of 1972 (Title 20 U.S.C. Sections 1681-1688)
Section 1681. Sex
(a) Prohibition against discrimination; exceptions. No person in the United States shall, on the basis
of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any education program or activity receiving Federal financial assistance. (with listed
exceptions).

According to the Yale Law Journal (Kimmel, Adele P., “Title IX: An Imperfect but Vital Tool to Stop
Bullying of LGBT Students,” 125 Yale. L. J. 2006 (2016), Within the last two decades, many federal
courts have permitted LGBTQ+ students to sue school districts for sex discrimination under Title IX
for failing to protect them from gender-based bullying by other students. Under Title IX, LGBTQ+
students, like all other students, have the right to an education free from sex discrimination.
Harassment based on sexual orientation or gender identity does not immunizeschool districts from
liability under Title IX—even though these traits are not expressly mentioned in the statute. Both civil
litigation and federal administrative action confirm this.

Title IX prohibits discrimination based on sex in education programs and activities that receive federal
financial assistance. In June 2021, bolstered by the 2020 Supreme Court decision in Bostock
v. Clayton County, the U.S. Department of Education issued a Notice of Interpretation that states
clearly, “Title IX Prohibits Discrimination Based on Sexual Orientation and Gender Identity”.

In 2020, the United States Appeals Court for the 11th Circuit, which includes Florida, Georgia, and
Alabama, ruled in Adams v. St. John's County, FL that Drew Adams, a transgender student, has the
right under Title IX to use the bathroom that aligns with his gender identity. The Chief Judge for the
Circuit, Beverly Martin wrote, “With Bostock‘s guidance, we conclude that Title IX, like Title VII
[of the 1964 Civil Rights Act], prohibits discrimination against a person because he is transgender,
because this constitutes discrimination based on sex.”

State Law and Florida Department of Education

The School Board recognizes the right of parents to direct the upbringing, education, and care for
their minor children. Inherent within that right is the right to request and obtain information regarding
the minor child’s health, well-being, and education while the minor child is in the custody of the school
district, unless the information concerns a parent and would otherwise trigger the mandatory reporting
requirements set forth in s. 39.201, Florida Statutes and Board Policy 8462.

The Florida Educational Equity Act, s.1000.05, Florida Statutes prohibits discrimination on the basis
of race, national origin, sex, handicap, or marital status against a student or an employee in the state
system of public education. In its administrative rules, the State Board of Education has effectively
interpreted the term “sex” to include “gender”. Discrimination is defined, in Rule 6A- 19.001(4)(a)11,
Florida Administrative Code, in part, as "The application of any policy or procedure, or taking of
any admission or employment action, that adversely affects a student, employee, applicant for
admission, applicant for employment, a group of students, or a group of employees based on their
gender." While state law lists sex as a protected class, the rules implementing the law specifically
include gender in the definition of discrimination.

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The Florida Department of Education's Education Standards Commission, has also adopted the
Rule 6A-10.081, Florida Administrative Code, entitled Principles of Professional Conduct for the
Education Profession in Florida, which provides, in part that educators shall not “harass or
discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin,
political beliefs, marital status, handicapping condition, sexual orientation, or social and family
background and shall make reasonable effort to assure that each student is protected from harassment
or discrimination." Compliance with these ethical rules is a condition of employment for educators.
This code of conduct requires Leon County Schools employees to not only refrain from harassment
and discrimination themselves, but to actively protect students from harassment and discrimination
by others. The Rule obligates educators to protect a student from conditions harmful to their learning,
mental and physical health, and safety. It further requires educators to not expose a student to
unnecessary embarrassment or disparagement and can require teachers to use a student's preferred
name and pronouns, and to speak out against micro-aggressions.

Rule 6A-10.081, Florida Administrative Code, Principles of Professional

Conduct for the Education Profession in Florida.
(1) Florida educators shall be guided by the following ethical principles:

(a) The educator values the worth and dignity of every person, the pursuit of truth, devotion to
excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the
achievement of these standards are the freedom to learn and to teach and the guarantee of equal
opportunity for all.

(b) The educator’s primary professional concern will always be for the student and for the
development of the student’s potential. The educator will therefore strive for professional growth
and will seek to exercise the best professional judgment and integrity.

(c) Aware of the importance of maintaining the respect and confidence of one’s colleagues, of
students, of parents, and of other members of the community, the educator strives to achieve and
sustain the highest degree of ethical conduct.

(2) Florida educators shall comply with the following disciplinary principles. Violation of any of
these principles shall subject the individual to revocation or suspension of the individual educator’s
certificate, or the other penalties as provided by law.

(a) Obligation to the student requires that the individual:

1. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to
the student’s mental and/or physical health and/or safety.

2. Shall not unreasonably restrain a student from independent action in pursuit of learning.

3. Shall not unreasonably deny a student access to diverse points of view.

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4. Shall not intentionally suppress or distort subject matter relevant to a student’s academic
program.

5. Shall not intentionally expose a student to unnecessary embarrassment or disparagement.

6. Shall not intentionally violate or deny a student’s legal rights.

7. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age,
national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation,
or social and family background and shall make reasonable effort to assure that each student is
protected from harassment or discrimination.

8. Shall not exploit a relationship with a student for personal gain or advantage.

9. Shall keep in confidence personally identifiable information obtained in the course of

professional service, unless disclosure serves professional purposes or is required by law.

(b) Obligation to the public requires that the individual:

1. Shall take reasonable precautions to distinguish between personal views and those of any
educational institution or organization with which the individual is affiliated.

2. Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or
indirect public expression.

3. Shall not use institutional privileges for personal gain or advantage.

4. Shall accept no gratuity, gift, or favor that might influence professional judgment.

5. Shall offer no gratuity, gift, or favor to obtain special advantages.

(c) Obligation to the profession of education requires that the individual:

1. Shall maintain honesty in all professional dealings.

2. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs,
marital status, handicapping condition if otherwise qualified, or social and family background deny
to a colleague professional benefits or advantages or participation in any professional organization.

3. Shall not interfere with a colleague’s exercise of political or civil rights and responsibilities.

4. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an
individual’s performance of professional or work responsibilities or with the orderly processes of
education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment;
and, further, shall make reasonable effort to assure that each individual is protected from such
harassment or discrimination.

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5. Shall not make malicious or intentionally false statements about a colleague.

6. Shall not use coercive means or promise special treatment to influence professional judgments of
colleagues.

7. Shall not misrepresent one’s own professional qualifications.

8. Shall not submit fraudulent information on any document in connection with professional
activities.

9. Shall not make any fraudulent statement or fail to disclose a material fact in one’s own or
another’s application for a professional position.

10. Shall not withhold information regarding a position from an applicant or misrepresent an
assignment or conditions of employment.

11. Shall provide upon the request of the certificated individual a written statement of specific
reason for recommendations that lead to the denial of increments, significant changes in
employment, or termination of employment.

12. Shall not assist entry into or continuance in the profession of any person known to be
unqualified in accordance with these Principles of Professional Conduct for the Education
Profession in Florida and other applicable Florida Statutes and State Board of Education Rules.

13. Shall self-report within forty-eight (48) hours to appropriate authorities (as determined by
district) any arrests/charges involving the abuse of a child or the sale and/or possession of a
controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice
be admissible for any purpose in any proceeding, civil or criminal, administrative or judicial,
investigatory or adjudicatory. In addition, shall self-report any conviction, finding of guilt,
withholding of adjudication, commitment to a pretrial diversion program, or entering of a plea of
guilty or Nolo Contendere for any criminal offense other than a minor traffic violation within forty-
eight (48) hours after the final judgment. When handling sealed and expunged records disclosed
under this rule, school districts shall comply with the confidentiality provisions of Sections
943.0585(4)(c) and 943.059(4)(c), F.S.

14. Shall report to appropriate authorities any known allegation of a violation of the Florida School
Code or State Board of Education Rules as defined in Section 1012.795(1), F.S.

15. Shall seek no reprisal against any individual who has reported any allegation of a violation of
the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), F.S.

16. Shall comply with the conditions of an order of the Education Practices Commission imposing
probation, imposing a fine, or restricting the authorized scope of practice.

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17. Shall, as the supervising administrator, cooperate with the Education Practices Commission in
monitoring the probation of a subordinate.

Rulemaking Authority 1001.02, 1012.795(1)(j) FS. Law Implemented 1012.795 FS. History–New 7-
6-82, Amended 12-20-83, Formerly 6B-1.06, Amended 8-10-92, 12-29-98, Formerly 6B-1.006,
Amended 3-23-16.

Existing School Board Policy

The processes described in this document are necessary to implement existing School Board of Leon
County Bylaws and Policies (including 2260, 3122, and 4122) that specifically include genderidentity
and gender expression as protected classes for non-discrimination and anti-harassment:

Any form of discrimination or harassment can be devastating to an individual's

academic progress, social relationship, and/or personal sense of self-worth. As such
the School Board will not discriminate nor tolerate harassment in its educational
programs or activities on the basis of race, color, national origin, sex, disability
(including HIV, AIDS, or sickle cell trait), marital status, age (except as authorized
by law), religion, military status, ancestry, or genetic information, which are classes
protected by State and/or Federal law (Protected Classes). In addition, the Board
will not discriminate nor tolerate harassment in its educational programs or
activities on the basis of sexual orientation or gender identity.

The guidelines and procedures provided in this document are designed to assist school and district
administration to effectuate consistent compliance with Board’s policies and applicable law
throughout the school district.

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 LGBTQ+ Glossary
In order to better understand this guide and most effectively support ALL students in our schools, it
is necessary to become familiar with the terminology that is commonly associated with the LGBTQ+
community. The precise use of terms with regard to gender can have a significant impact in exposing
many of the misconceptions associated with gender. Vocabulary associated with gender continues to
evolve and there is not a universal agreement about the definitions and terms. However, below are a
list of commonly used and misused terms to provide you with a better understanding of this guide as
well as a reference when answering classroom questions that may arise.

AFAB – Assigned Female at Birth. This term is sometimes used for female-to-male transgender
people.

AMAB – Assigned Male at Birth. This term is sometimes used for male-to-female transgender
people.

Ally – An ally in this context is a straight-identifying person who chooses to align him or herself
with the LGBTQ+ community. This is the “A” sometimes included in the broader umbrella
acronym LGBTQIA.

Androgynous – Having both female and male characteristics – neither distinguishably masculine
nor feminine, as in dress, appearance, or behavior.

Asexual - The lack of sexual attraction to anyone, or low or absent interest in sexual activity. It may
be considered the lack of a sexual orientation, or one of the variations thereof, alongside
heterosexuality, homosexuality and bisexuality
Biological Sex – A person’s physical anatomy/genitalia
Bisexual – The sexual orientation of a person who is physically and emotionally attracted to both
males and females.
Cisgender – Refers to people whose sex assignment at birth corresponds to their gender identity
and expression (Cis – from the Latin meaning “on the same side [as]” or “on this side [of]”).
Cross-dressing – Refers to the act of wearing clothing and other accoutrements commonly
associated with the opposite sex, making it difficult to distinguish between the male/female genders.
Cross Gender – Used to describe children who have adopted attributes that transgress the usual
socially assigned gender roles or expectation, or who do not identify as either of the two sexes as
currently defined.
Dead Name - A transgender person's discarded birth name. A person who uses a new name to
match their gender identity often regards their name given at birth as a “dead name” that no longer
has meaning for them and may trigger dysphoric feelings. To “deadname” a person is to call them
by the birth name that they no longer use. Intentional, persistent deadnaming is harassment.

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FtM (Female to Male)/Affirmed male/transboy – A child or adult who was born anatomically
female but has a male gender identity.
Gay (for grades K-2) - A woman who has romantic feelings for another woman; or a man who has
romantic feelings for another man.
Gay (for grades 3-12) - A term that can apply to either men or women who are physically and
emotionally attracted to persons of the same sex. Can refer to both men and women. See “Lesbian”,
for an alternative term for a gay woman.
Gender – Unlike a person’s “biological sex”, which is an anatomical term, “gender” is a social
construct specifying the behaviorally and culturally prescribed characteristics that men and women
are traditionally expected to embody. Gender is now understood to have several components,
including sexual orientation, gender identity, gender expression, and gender role.
Gender Dysphoria - The condition of feeling one's emotional and psychological identity as male or
female to be different than one's biological sex.
Gender fluid - Denotes a person who does not identify themselves as having a fixed gender.
Gender fluid people may identify more with one gender at any given time.

Genderqueer – This term represents a blurring of the lines around gender identity and sexual
orientation. Genderqueer individuals typically reject notions of static categories of gender and
embrace a fluidity of gender identity and sexual orientation. This term is typically assigned an adult
identifier and not used in reference to pre-adolescent children.
Gender-Nonconforming/Gender Variant/Gender Creative – A person who has gender
characteristics and/or behaviors that do not conform to traditional or societal gender expectations;
for example, “girly” boys and “masculine” girls; and those perceived as androgynous. Teachers
have recently reported seeing an increase in gender-nonconforming behaviors at the elementary and
middle school levels.
Gender Role – The social expectations of how a person should act, think, and/or feel based upon
one’s biological sex. This definition includes traditional and stereotypical roles, characteristics,
mannerisms and behaviors associated with societal norms of what is male and what is female. These
expectations are often stereotypical such as “Boys like blue and girls like pink”.
Gender Expression - A person’s physical characteristics, behaviors, and presentation traditionally
linked to either masculinity or femininity, such as: appearance, dress, mannerisms, speech patterns
and social interactions.
Heterosexism – An overt or tacit bias against homosexuality, rooted in the belief that
heterosexuality is superior or the norm.
Heteronormative – The belief system that heterosexuality is the norm; the assumption that
heterosexuality is universal and anything other than heterosexuality is unnatural.
Heterosexual – The sexual orientation of a person who is emotionally and sexually attracted to
members of the opposite sex. Often referred to as “straight’.

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Homophobia – A fear of or aversion to lesbian, gay, or bisexual people. May also refer to a fear of
or aversion to transgendered people, as an alternative to the lesser-used “transphobia” (see
“transphobia” below)
Homosexual – The sexual orientation of a person who is emotionally and sexually attracted to
members of their own gender. This is a somewhat outdated term originating in the medical and
psychological communities. Currently, many LGBTQ+ people prefer the term “lesbian” or “gay”.
Intersex - An intersex person has reproductive or sexual anatomy that doesn’t correspond to the
typical notions of “male” or “female”. Previous generations might have referred to an intersex
person as a “hermaphrodite”. This is the “I” that is sometimes included in the broader umbrella
acronym “LGBTQIA”
Lesbian (for grades K-2) – A woman who has romantic feelings for another woman.
Lesbian (for grades 3-12) – A term used to describe a woman who is emotionally and physically
attracted to another woman.
LGBTQ – A frequently used acronym that stands for Lesbian, Gay, Bisexual, Transgender, and
Questioning (or Queer).
MtF (Male to Female)/Affirmed female/transgirl – A child or adult who was born anatomically
male but has a female gender identity.
Non-binary – Denotes a person who does not identify as wholly female or male, but somewhere on
a spectrum between the two. Non-binary people may prefer “they/them” gender neutral pronouns or
sometimes “zee” and may sometimes prefix their names with “Mx.” (“Mix”) rather than “Mr.” or
“Ms.”.
Nickname/Preferred Name/Go By Name- any name other than a student’s legal name. Formatted: Font: Not Bold, No underline, Underline
color: Auto, Font color: Auto
“Out” or “Out of the closet” – A term used to refer to a person whose LGBTQ status is, to some
degree public. Note: It is not always the LGBTQ person who makes this information public.
Sometimes it is made public without the LGBTQ person’s knowledge and/or consent. This is called
“outing” someone. The act of “outing” an individual can create an at-risk situation.
Pansexual – This term describes a person who feels sexual attraction, romantic love, or emotional
attraction toward people regardless of their sex or gender identity.
Preferred Gender Pronouns – The pronoun a person prefers to have used when referred to in
conversation (i.e., a person with traditionally male gender identity likely prefers he, him, and his
pronouns). Please note that an individual may choose to go by they/them, or no pronouns.
Queer - An umbrella term used to describe a sexual orientation, gender identity or gender
expression that does not conform to dominant societal norms. While “queer” is used as neutral or
even positive term among many LGBTQ people today, some consider it derogatory as historically it
has been used negatively.
Questioning – A person who is uncertain of his/her sexual orientation and/or gender
orientation/identity.
Transphobia – A fear of or aversion to transgender people.

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Transgender (for grades K-5) – When someone feels as if he or she has been born into the wrong
body. For example, a boy feels he should have a girl’s body, or a girl feels she should have a boy’s
body.
Transgender (for grades 6-12) – This term describes a person whose gender identity does not
match his or her physical anatomy (for example, a girl who feels trapped in a boy’s body). Some
transgender people hormonally and/or surgically change their bodies to more fully match their
gender identity.
Transsexuals – Individuals who do not identify with their birth assigned genders and physically
alter their bodies surgically and/or hormonally. This physical transition is a complicated, multi-step
process that may take years and may include, but is not limited to, gender reassignment surgery.
Transition – The process by which a transgender person begins to outwardly express him or herself
as the gender with which he or she identifies. This could mean beginning to wear clothes typically
associated with the other gender, or asking to be called by a different name or pronoun.

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 Frequently Asked Questions and Answers
1. What is School Board policy regarding LGBTQ+ students? Deleted: Q:
Deleted:
A: This policy is explained in LCS Policies 2260 - NONDISCRIMINATION AND
ACCESS TO EQUAL EDUCATIONAL OPPORTUNITY, which reads, in part, “...the Board will
not discriminate nor tolerate harassment in its educational programs or activities on the basis of sexual
orientation or gender identity.”

2. What is School Board policy regarding LGBTQ+ faculty and staff? Deleted: Q:
Deleted:
A: This policy is explained in LCS Bylaws and Policies 3122, which applies to instructional staff,
and 4122, which applies to support staff, both titled NONDISCRIMINATION AND EQUAL
EMPLOYMENT OPPORTUNITY. They state, in part, “...the Board will not discriminate nor
tolerate harassment in its educational programs or activities on the basis of sexual orientation or
gender identity.”

3. A student wishes to be called a name other than their legal name (commonly referred to as Deleted: Q:
a nickname, preferred name or go by name)? Deleted:

A: Parents or majority age students shall amend the Student Information System (SIS) and place the Deleted: must
name in the preferred name field. An informal nickname/preferred name/go by name may be used by Deleted: prior to referring to the student by their
faculty and staff at the request of a student. requested name

4. Can a Transgender student use their preferred name during graduation ceremonies? Deleted: Q
A: As is the case for all students, instances when a legal name is not required, the student's preferred Deleted:
name should be used, as specified in the Student Support Plan at the end of this document. This Deleted: :
includes announced names at school events and ceremonies, in pictures and yearbooks, and on Deleted: /affirmed
certificates of achievement or recognition. The current LCS policy is to use the student's legal name
on the official school diploma, though an additional diploma with the student's preferred name should
be made available upon request at minimal cost. Legal names are required on schooltranscripts but
should be updated when a legal name change is made.

5. Must all preferred names or nicknames be honored by school staff? Deleted: Q:

A: A preferred name may be provided in the Student Support Plan at the end of this document or on Deleted: What is the difference in a preferred/affirmed
name and a nick name
the student enrollment form in the "Preferred Name" field. This is the name by which a student is
popularly known or as requested by a parent or guardian. Nicknames or pet names that are used by
parents but not suitable for school use should not be included on intake forms. Registrars can Formatted: Font: Bold, Italic
question the suitability of a nickname when it is requested, provided that such questions are not based
on gender.

6. A “male” student wore a dress to school, which caused a disruption in class. Is Deleted: Q:
this a violation of the student dress code? Deleted:
A: A student may not be disciplined for cross dressing or wearing clothing that is historically or Deleted:
typically associated with a gender other than the student’s gender role, provided the clothing otherwise Deleted: ¶ ...
meets the school's dress code. The gender of the individual wearing them is not relevant to determining
17
a dress code violation. The fact that a disruption occurred does not implicate the student wearing the
clothing, but rather, is an indication that the campus could benefit from a conversation about tolerance
understanding of differences.

7. A student wants to change their name and gender marker in their educational record.
What actions need to be taken? Deleted: ¶

A: The District must use a student’s legal name on all official educational records. While a studentmay
be referred to by a nickname, preferred name or go by name by school staff(the process for doing so
set forth in the preceding questions), and this nickname may be included in certain educational records,
the only mechanism by which a majority age student or their parent may change a student’s legal name
in their educational records is by obtaining a Final Judgment of Name Change from a court and
presenting that to the school.

Regarding a student’s gender, a district will maintain the gender listed on the student’s birth certificate
until presented with an amended birth certificate by the majority age student or their parent.

Parents and majority age students have the right under the provisions of the Family Educational Rights
and Privacy Act (FERPA) to amend information that is “inaccurate, misleading, or in violation of
student’s rights of privacy.” (34C.F.R. & 99.7(a)(2)(ii). Any requested change mustbe documented
by supporting records indicating the amendment meets the criteria set forth by FERPA.

8. A student has complained about a person of the wrong sex in the bathroom or locker Deleted: Q:
roomarea. What action should be taken? Deleted:

A: Report it to the administration. As part of LCS policy against discrimination based on gender Deleted:
identity, any student may use restroom and locker room facilities in accordance with their gender
identity; however there is a process by which to do so.
Students may request additional privacy in locker rooms and should be provided with a private area
where they can change clothes for gym class or athletic activities.
The privacy areas should be offered to all students who wish to change with a higher level of privacy
for any reason. Toilet stalls are not changing areas.

9. A student wants to participate in athletic activities in a gender different than what official Deleted: Q:
records show as their gender. What rules decide when this is allowed? Deleted:

A: Leon County Schools follows the Administrative Policies of the Florida High School Athletics
Association (FHSAA) for high school athletics. Section 4.3 of these policies states, in part,
“GENDER IDENTITY PARTICIPATION All eligible students should have the opportunity to
participate in interscholastic athletics in a manner that is consistent with their gender identity and
expression, irrespective of the gender listed on a student’s birth certificate and/or records.” FHSAA
Administrative Policies 4.3 outlines the “Gender Identity Eligibility Review Process” beginning with
the student and parent or legal guardian notifying the school administrator or athletic director prior to
the start of the sport season. This is followed by documentation that includes a written statement from
the student affirming consistent gender identity, a similar statement from the parent or legal guardian,
a letter from a medical professional, and other documents. The section gives a detailed description of
the process. While the rules are written for interscholastic competition at the high school level, they

18
guide decisions for middle school requestsfor athletic participation. Florida Law, Section 1006.205,
requires public schools that sponsor athletic activities to organize teams pursuant to students’
biological sex at birth.

10. A student has complained that a teacher, student or school employee has Deleted: Q:
intentionally “misgendered” them. What does this mean and what should be done about Deleted:
it?
A: Misgendering a student is intentionally using the wrong gender pronouns. As part of LCS policy
against discrimination based on gender identity, misgendering is considered harassment. Students,
faculty and staff are expected to treat their peers with respect, including using their preferred gender
pronouns, even if those pronouns are gender neutral, (i.e., “they”, “them”).
Similarly, consistent, intentional “deadnaming”, or using the discarded birth name of a student,
faculty, or staff member that is not the preferred name of that person is considered harassment.

11. A student complained that a same sex couple was displaying affection in a public Deleted: Q:
part of the school. What action should be taken? Deleted:

A: It is important that the same scrutiny and discipline is applied to same sex couples as mixed sex
couples. Creating a different standard for same sex couples is discriminatory. A pattern ofconsistently
reporting violations by same sex couples while ignoring identical behavior by mixedsex couples is
discriminatory. Using a common standard for same sex and mixed sex couples isessential for all
school activities, including social, academic, and athletic functions.

12. A student or faculty member is overheard talking negatively about another student Deleted: Q
or faculty member, revealing personal details about their perceived gender identity or Deleted: :
sexual orientation. Should administrators intervene?
A: Yes. Criticism framed in terms of gender expectations is problematic and reinforces negative gender
stereotypes. Early intervention sets a tone for a culture of respect. In particular, personal details about
gender identity and sexual orientation can easily lead to breaches of privacy. Because these particular
details commonly form the basis of pervasive discrimination in our culture, disclosure without the
individual's consent can expose them to physical and emotional harm. This includes disclosure to
parents and guardians who may not be aware of a student's gender identity or sexual orientation.

13. A common practice is dividing students by gender during classroom activities. Deleted: Q
Should this practice be reconsidered? Deleted: :

A: Yes. Division by gender alienates and isolates students who do not conform to conventional gender
stereotypes. It also can reinforce stereotypes and encourage students to make judgments based on
gender. If not wholly removed, consider varying between gender grouping and other types of grouping
(age, food preferences, sports teams), and always include a group for those whodo not like the other
options presented.

19
14. A parent or legal guardian and their same-sex partner have expressed frustration with Deleted: Q:
completing paperwork that asks for information about their child's mother and father. A single
father is concerned that his student won't have an adult at Muffins and Moms. A single mother
is upset that her daughter will not be able to participate in a Father-Daughter dance. How can
our schools make sure that non-traditional families, such as same-sex parents, single parents,
legal guardians, and blended families, feel supported and welcomed?

A: Same-sex marriage has been legal throughout the United States since 2015 and same-sex couples
have been raising children for decades. It is normal and common to have students with same-sex
parents. Leon County Schools recommends inclusive language that is consistent with its non-
discrimination policies. Paperwork should ask for "parent or legal guardian" information rather than
"mother" or "father" and all school events should make clear that adults of all genders are welcome.
Gender-specific events like "Muffins with Moms" and "Doughnuts with
Dads" should either be changed to be more inclusive or include notes in the invitations that parents or
legal guardians of either gender are welcome to attend.

15. A student communicated with school personnel and, in the process, confidentially shared Deleted: Q:
their LGBTQ+ status. Should the parents or legal guardians be notified? Deleted: has come out as
Deleted: LGBTQ+ to administrators or teachers
A: Not necessarily. Thank the student for their trust and find out they wish to be supported, School
Formatted: Font: Not Bold
personnel should strongly advise the student to talk to their parents and, if ready to be more formally
supported by the school, request a meeting to discuss the possible creation and implementation of a
LGBTQ+ Support Plan.

16. A student has come out as LGBTQ+ to school personnel and wants all staff to Formatted: Font: Bold
formally recognize this. Should the parents be notified? Formatted: Right: 0.08"

A: Yes, unless you believe that disclosure to the parent or guardian will place the student in imminent
danger. If staff believe that disclosure will place the student in imminent danger, they must contact Deleted: you
DCF immediately. Accommodations, except those provided by law, cannot be initiated until Deleted: you
completion of the DCFinvestigation or until the parents are notified.

20
 The Importance of Trauma-Informed Care with LGBTQ+ Youth
The mission of Leon County Schools is to assist students in making the shift from being dependent to
independent life-long learners. This process, the process of learning, is an inherently vulnerable
process. Learning requires the person to be vulnerable enough to say “I don’t know this yet, but I’m
willing to learn and work at it until I get it”, but the greatest casualty of trauma is the ability, the
willingness to be vulnerable. Students who have experienced trauma have learned that in order to
protect themselves from further harm they must armor up, be tough, and not admit vulnerability.
Trauma-informed care gives schools the skills and strategies necessary to create safe and welcoming
environments that allow all students, especially those who have experienced trauma, tobe successful in
achieving their academic goals.

What is Trauma?
Trauma is any event, series of events, or set of circumstances that a person experiences as either
physically or emotionally harmful or life threatening. Trauma is fundamentally subjective to the person
that experiences it. What is considered to be traumatic to one person may not be traumatic to another.
An event is more likely to be characterized as traumatic if the person experiencing it feels terror, horror,
or helplessness during the experience. These events overwhelm a person’s ability to cope and can have
lasting physical effects on a person’s mental, physical, social, emotional, or spiritual well-being.

While rates of childhood trauma for all youth are alarmingly high, with more than two-thirds of children
reporting an experience of a traumatic event by age 16, rates of exposure to potentially traumatic events
are even higher among LGBTQ youth than their heterosexual peers. [1] These disproportionate
experiences lead to higher rates of PTSD symptoms as well as other negative mental and behavioral
health outcomes for LGBTQ youth. Some types of trauma may be specific to LGBTQ youth who are
at a higher risk for discrimination, harassment, and abuse because of their sexual orientation and/or
gender identity. [3] Understanding trauma, its impact, and how to appropriately respond to students
who have experienced trauma is especially important when working with LGBTQ youth.

Types of Trauma
Trauma does not fit a one-size-fits-all mold and comes in many forms ranging from one-time events
to experiences that are chronic or generational. The list on the following page provides a definition
of five types of trauma and LGBTQ+ specific examples for each type.

21
 Formatted: Justified
5 Types of Trauma
Acute trauma: short-lived events that occur at a particular time and place. Examples include
witnessing or experiencing a single act of violence, sudden loss of a loved one, a serious accident,
or a natural disaster. For LGBTQ+ youth this may include single experiences of verbal or physical
harassment related to sexual orientation or gender identity. [1]
Chronic trauma: occurs repeatedly over long periods of time. Examples include chronic abuse or
neglect, chronic bullying, forced displacement, chronic homelessness, ongoing experiences of
oppression, discrimination, and isolation such as those related to race, ethnicity, and sexual orientation
or gender identity. [1]
Complex trauma: begins in childhood during key stages of development, takes multiple forms, is
severe and pervasive, and involves harm by a parent or primary caregiver. For LGBTQ youth,
complex trauma could result from experiencing a combination of family rejection; lack of secure
attachments and supportive caregivers; and chronic experiences of harassment, violence, isolation,
and instability. [1][4]
Historical trauma: the collective and cumulative trauma experienced by a particular group across
generations. Examples of historical trauma include segregation, racism, homophobia, and the
resulting discrimination and oppression experienced by these marginalized groups. The negative
effects of these experiences continue to impact these marginalized groups in the present. People that
identify with multiple marginalized groups may experience trauma related to each of these identities;
for example, LGBTQ youth of color may experience trauma related to both racial identityand gender
identity/expression. [1]
Microaggressions: brief verbal, behavioral, or environmental indignities, either intentional or
unintentional, that communicate hostile, derogatory, or negative slights and insults.
Microaggressions can be so universal and automatic in daily interactions that they may be
considered by others as innocent or harmless.[5] Over time, exposure to this type of regular, subtle
discrimination can elicit similar symptoms to severe trauma. [6] Examples include using the phrase
“that’s so gay” to refer to something stupid, odd, or otherwise undesirable, denying a trans person
the ability to use multi-stall bathrooms, or asking a gay or lesbian couple who plays the “boy or
girl” role in a relationship.

Impact of Trauma
The impact of childhood trauma is far reaching and is strongly linked to both mental and physical
health problems throughout life, even long after the trauma was first experienced. It has been shown
to have an impact on areas of development that are especially important to a student’s success in
school including brain development, learning, and social-emotional development. The infographic
below provides examples of the impact that childhood trauma can have on a variety of
developmental domains. [4]

22
Why is Trauma-Informed Care Important in Schools?
Our main focus as educators is to support students in their educational achievements. In order to be
successful at school, students must feel safe, supported, and ready to learn. Students’ responses to
trauma can interfere significantly with their learning and behavior, and although it may not be our
main focus, schools have the opportunity to serve as a critical system of support for students who
have experienced trauma. Students who have experienced trauma are more likely to be
academically successful when all school staff can recognize trauma responses in students and
accommodate and respond to these students using trauma-informed strategies. [7]
Ultimately, trauma-informed care in schools boils down to fostering a sense of safety for all
students throughout the school environment. It is especially important to adopt these strategies
when working with LGBTQ+ youth. The trauma-informed care strategies outlined below provide a
great start for school personnel to begin creating environments where all students feel safe,
comfortable, and are willing to take risks, learn, and potentially even heal.

23
 Trauma-Informed Care Strategies

Expect unexpected responses: Students who have experienced trauma are often easily triggered and Formatted: Justified, Right: 0.08"
can react and behave in unexpected ways, like having a sudden outburst for a seemingly unknown
reason. In time and with support, students can learn to manage these responses and become more
resilient and less easily triggered. School personnel should not take these incidents personally and
should attempt to see these outbursts for what they are, a response to trauma.
Imagine a student with a trauma history as a soda can; events that may trigger their trauma stress shake
the soda can. From the outside, we don’t know if the can was recently shaken, but if it was, opening
the can results in an unexpected reaction.

Be specific about relationship building: For traumatized students, the ability to learn and behave
appropriately is often person-dependent. When they are interacting with a safe and supportive adult,
their behavior reflects that. Relationship matters. Simple relationship building strategies include
greeting students every day at the classroom door or talking to students about extracurricular interests
that aren’t related to school performance or behavior.

Employ thoughtful interactions: Power-struggles with authoritative figures can be particularly

triggering for students who have experienced trauma. Teachers and school personnel are 50 percentof
every interaction with a student. By changing the way, we give a direction or respond to a student, we
can reduce problematic behavior. Try to avoid authoritative directives and offer students choices as
much as possible in order to provide students with a sense of control. If it’s time to line-up, give a
possibly reactive student the option to be in the front of the line or the back of the line or provide them
with an option of how to get in line (walk or skip). For older students staff can offer them choices of
where to work on assignments (i.e. at their desk or in some type of alternative seating) or provide them
with options for what order to complete assignments. When giving options is not possible, providing
the reasoning behind directives instead of expecting blind allegiance can also help prevent students
from being triggered. Remember that traumatized students have often been hurt by adults or others
because of blind allegiance.

Promote predictability and consistency: Not knowing what is coming next can be a trigger for
anyone, but it can be especially triggering for students who have experienced trauma. Providing
predictability through visuals of the daily schedule and reviewing changes to the schedule before the
changes happen, can help minimize negative reactions to unpredictable moments. Informing students
of what will happen and when, while also following through, establishes school staff as consistent,
reliable, and safe adults.

Teach strategies to “Change the Channel”: Students who have experienced trauma often engagein
distorted, negative thinking. Ruminating on these negative thoughts can lead to becoming emotionally
dysregulated. Providing a student who is becoming dysregulated with the opportunity for a break is a
common strategy, but if we don’t help them “change the channel” on their inner dialogue, then the
break time can allow them to continue to ruminate and become even more dysregulated. Alternatives
to a simple break are cognitive distractions or thoughts breaks. These opportunities force a student to
abandon the negative thinking by focusing on another task.
Examples include a listening center or “find the picture” activity for younger students or Mad Libs,

24
trivia, or more abstract strategies such as counting all the green objects in a room or saying the alphabet
backwards for older students.

Give supportive feedback to reduce negative thinking: Traumatized students tend to interpret
information through a negative lens. Even a neutral statement like “Please correct problem number 1”
can lead a student to hear “You are stupid.” Neutral facial expressions can also be easily misinterpreted,
leading to students having completely different versions of what may have happened in the classroom.
Helpful strategies include to smile and explicitly say when you are happy or pleased with a student and
utilizing a positive sandwich approach (positive statement, correction, another positive statement) when
giving corrective feedback.

Create islands of competence: In addition to struggling with negative thinking, students who have
experienced trauma often have a poor self-concept. The negative comments or feeling of inadequacy
tend to weigh more heavily than the positive moments. Students learn to ignore or disregard the positive
moments and areas of strength while remembering or focusing on the negative moments or areas of
weakness. Intentionally providing students with “islands of competence” or positive experiences allow
them to begin developing a more accurate self-narrative. Examples include providing a student the
opportunity to help or tutor a younger peer in an area theyfeel competent, providing notes to the student
pointing out moments when staff notice the student’s competence, or simple tasks of service like having
the student fix a malfunctioning stapler.

Limit exclusionary practices: Behavior is communication. Students, especially traumatized students,

communicate feelings through their behavior. School staff behavior is also a form of communication,
and it may not always be communicating the message we are striving for. Ignoring inappropriate
behavior, sending students to the office, or sending students to sit alone at a back tableor in the hallway
can unintentionally trigger students who have experienced trauma. Ignoring inappropriate behavior or
sending students away (to the office or to sit alone) can send the message that the teacher doesn’t like
them or doesn’t care. It can also send the message that their feelings are too much and should be
contained instead of expressed, which can cause more problems (i.e. bigger reactions) down the road
when emotions can no longer be contained. Offer empathy to students and provide opportunities for
them to learn how to better express those emotions. [9]

25
 How Teachers Can Make Their Classroom More LGBTQ+ Friendly
The classroom has always been an environment to engage all our students. It is a place where they can Formatted: Justified, Right: 0.08"
be seen and heard. Below are some things teachers can do to make their classroom more inclusive.

1. Signal that you are a safe person and your classroom is a safe space.
Signals can be as subtle as a rainbow lanyard or wristband, a small pride flag or sticker, or as obvious
as a Safe Space poster on the wall. Any of these will signal to the students that you are a safe person for
them to be themselves around.

2. Use your pronouns in introductions.

When you share your name with your students, include your pronouns. "Hello, I am Mr. Smith and my
pronouns are he, him, and his." or "Hello, I am Ms. Jones and my pronouns are she, her, and hers." or
even "Hello, I am Mx. Williams and my pronouns are they, them, and theirs." This sends asignal to
students that pronouns matter and that you plan to respect their pronouns. Keep in mind these are age
appropriate discussions.

3. Call students what they want to be called.

In addition to using their pronouns, use the students' names. Not necessarily their official, legal names,
but the ones that make them feel comfortable and accepted in your classroom.

4. Never assume a student is gay, lesbian, bisexual, or transgender.

Also, never assume they are not. If LGBTQ+ students do confide in you, thank them for their trust and
ask how they would like you to support them.

5. Stand up for LGBTQ+ students.

If you overhear students using slurs like, “that’s so gay”, make it a teachable moment. Ask the student
if they really mean that something exhibited same sex attraction. Ask what other words they could have
used to more clearly express their derision about something. Using “gay” as a pejorative brings a
negative connotation to those students who identify as gay. Don’t allow it to happen in your classroom.

6. Include positive portrayals of LGBTQ+ people in your curriculum.

Representation is important not only for LGBTQ+ students, but for all students to see the positive
contributions of LGBTQ+ people in history, art, literature, and science.

7. Implement Culturally Responsive Teaching strategies in your classroom. These strategieshelp Formatted: Justified, Indent: Left: 0.19", First line: 0",
to make your classroom more inclusive and accepting of a diverse population. Right: 0.08"

26
 Leon County School District LGBTQ+ Support Plan Formatted: Centered, Indent: Hanging: 2.03", Right:
-0.02"
Deleted: Q
Directions: This plan is used to assist schools when students have identified as
Deleted: /Articulation
lesbian, gay, bisexual or questioning/queer.
All relevant parties should participate to ensure that the school environment is both
safe and supportive of the student. Individuals who should/may participate in the
support/articulation meeting are:
School Administrators Parent/Guardian School Contact Person Teacher(s)
Student Coach/Mentor Probation Officer Transition Coach
Guidance Counselor Social Worker ESE Personnel Other Vested Allies
Parties Present:

Meeting Date: School Transitioning to:

Student Name: DOB:
School Contact/Ally:
Phone Number:
Email Address:

Who else in the building will be able to support the student?

Are there any specific concerns or needs the student has at this time? Y N
Concerns:

Needs:

Safe Place/Zone:

Support Needed:

27
Page 2 – LGBQ Support Plan

Signatures

The following individuals met and agreed to support the student listed above as they
transition to their home zone/new school.
Name: Date:

28
 Leon County School District

Transgender/Gender Nonconforming Support Plan

This is a CONFIDENTIAL document that supports the necessary planning for a student’s formal
transition of gender from its commonly assumed status to something else. Its purpose is to create
the most favorable conditions for a successful experience, and to identify the specific actions that will
be taken by the student, school, family, or other support providers. The purpose of thisdocument is to
create a shared understanding about the ways in which the student’s authentic gender will be
accounted for and supported at school. The parent/guardian must be notified/invited to the meeting
unless the exception set forth below applies.
Intake
School/District Date:
Student’s Preferred Name: Legal Name
Preferred Pronouns
Student’s preferred name will be visible in FOCUS/Parent Portal and will serve as notification. Deleted: STOP HERE if no additional support
is needed!!!¶
Student’s Gender Assigned Sex at Birth
Student’s Date of Birth Student’s Grade
Parent(s)/Guardian(s)/relation to student:
/ /
What is the student’s transition? Check one.
Male-to-female Female-to-male a Shift in gender expression Other Explain
Other:
How urgent is the student’s need to transition?

Is the student currently experiencing distress regarding their gender? Y N

Physical Abuse Emotional Abuse Mental Abuse (Research & call DCF)

Confirm that the parent(s) of the student have been notified. Y N

If not, have you made a mandatory report due to abuse, abandonment or neglect? Y N Formatted Table

Has a suicide Risk Assessment been completed? Y N

If not, is one needed? Y N
Has
Deleted: Y
Initial Planning Meeting
When will the initial planning meeting take place?
Where will it occur?
Who will be the members of the team supporting the student’s transition?
Student:
Parent(s):
School Staff:

29
 Student Support Details
What is the specific information that will be conveyed to other students (be specific)?

What requests will be made?

With whom and when will this information be shared?

With peers in the transitioning student’s class only Date:
With peers in the student’s grade level Date:
With some/all students at school (specify) Date:
Other (specify)
Who will lead the lessons/activities framing the student’s announcement?
What will the lesson/activities be?

Will the student be present for the lesson/sharing of info about the transition?
If yes, what if any role does the student want to play in the process?

Once the information is shared, what parameters/expectations will be set regarding approaching the
student?

Other notes, consideration or questions

Key Decisions
Use of Facilities
Student will use the following restroom(s) on campus:
Student will change clothes in the following place (s)
What shower will the student use?
What are the expectations regarding the use of facilities for any overnight trips?

30
What are the expectations regarding rooming for any overnight trips?

If the student has questions/concerns about facilities, who will be the contact person?

Extracurricular Activities
Does the student participate in after-school programs? Y N
What steps will be necessary for supporting the student there?

What extracurricular program or activities will the student be participating (sports, theater, clubs,
etc.)?

What steps will be necessary for supporting the student there?

Questions/Notes:

Training for School Staff

Will there be specific training about this student’s transition with school staff?
When? Who will be conducting the training?
What will be the content of the training?

Questions/Notes:

Other Considerations
Are there any specific social dynamics with other students, families or staff members that need to be
discussed or accounted for?

31
Does the student have any siblings at school? Factors to be considered regarding sibling’s
needs?

Does the school have a dress code? How will the dress code be handled?

Are there lessons, units, content or other activities coming up this year to consider (growth and
development, social justice units, name projects, dance instruction, Pride events, school dances,
etc.)?

What trainings will the school engage in to build capacity for working with gender-expansive
students?

Questions/Notes:

32
 Timeline
Which of the following will take place in relation to this student’s gender transition, and when will
it occur and who will be responsible for making it happen?

Activity Date Lead

Initial Planning Meeting
Lessons/Activities with Other Students
Communications with Other Families
Training for School Staff
Parent Information Night about Gender Diversity
Class Meeting with Parents
Identifying and Enlisting Parent Allies
Identifying and Enlisting Peer Allies

Support Plan Review and Revision

How will the plan be monitored over time?

What will be the process should the student, family or school wish to revisit any aspects of the plan

or seek additions to the plan?

What are the specific follow-ups or action items emerging from this meeting and who is responsible
for them?
Action Item Who? When?

Date/Time of next meeting or check-in Location

*With permission, a copy of this plan should be placed in the student’s cumulative folder.

33
 Signature Page
The following individuals met and agreed to the Gender Support Plan for:
/
Legal Name/Preferred Name

Student Date:

Parent Date: Deleted: (If Attended)

Administrator Date:

Guidance Counselor Date:

Social Worker Date:

Program Specialist (if Needed) Date:

Classroom Teacher (IF Needed) Date:

Title: Date:

Title: Date:

34
 Formatted: Right: 0.69"
LGBTQ+ Resources

The Trevor Project

1-866-4-U-TREVOR Formatted: Justified
24/7 crisis intervention and suicide prevention for LGBTQ+ youth
www.TrevorProject.org

CCYS Going Places Street Outreach

Serving youth under 22 through supportive and non-judgmental relationships. Staff Formatted: Justified, Right: -0.06"
connect youth with resources and services through Drop-In Center and street- outreach.
Providing support to homeless, runaway, and at-risk youth.
24/7 Crisis Hotline: (850) 576-6000 Drop-In Center: (850) 274-8689 Formatted: Justified
https://www.ccys.org/programs-at-a-glance/going-places-street-
outreach/

Capital Tea
Capital Tea’s mission is to support and unify TLGBQ+ people through education, Formatted: Right: -0.06"
advocacy, and empowerment; and to build an equitable future for our community.
https://www.capitaltea.org
Formatted: Justified
PFLAG (Parents, Friends and Family of Lesbians and Gays)
Promotes the health, well-being, and rights of lesbian, gay, and transgender individuals, Formatted: Justified, Right: 0.08"
as well as their family and friends, through support, education andadvocacy.
http://www.pflag.org Formatted: Justified

TransParent Tallahassee
A local support group for parents of transgender children of all ages.
tallahassee.fl@transparentusa.org

Gay Lesbian Straight Education Network (GLSEN)

The leading national education organization focused on ensuring safety for allstudents. Formatted: Justified, Right: 0.19"
Provides resources, research, and model policies.www.glsen.org Deleted: ¶
Formatted: Justified
GSA Network
A youth leadership organization linking GSA’s to one another and communityresources Formatted: Justified, Right: 0.08"
through peer support, leadership development, and training. www.GSAnetwork.org

35
Center for Disease Control and Prevention (CDC) Web Resources
Provides information and resources on some of the health issues and inequities
affecting LGBTQ+ communities. Some of this information is designed for members
of the general public.
www.CDC.gov/LGBThealth/

Equality Florida
Statewide agency dedicated to securing full equality for Florida’s lesbian, gay,
bisexual, and transgender, (LGBTQ+) residents.
www.eqfl.org or info@eqfl.org

American Civil Liberties Union of Florida (ACLU)

Investigates and/or litigates civil liberties matters concerning individual freedom and
constitutional rights. Division devoted specifically to LGBTQ+ issues.
www.aclufl.org

36
 References

The Williams Institute

https://williamsinstitute.law.ucla.edu/wp-content/uploads/Cost-Trans-Work-Discrimination-
FL- Apr-2015.pdf
The Williams Institute
https://williamsinstitute.law.ucla.edu/wp-content/uploads/LGBT-Youth-US-Pop-Sep-2020.pdf

The Trevor Project

https://www.thetrevorproject.org/wp-content/uploads/2019/06/The-Trevor-Project-
National- Survey-Results-2019.pdf

The Trevor Project

https://www.thetrevorproject.org/survey-
2020

The Human Rights Campaign

https://assets2.hrc.org/files/assets/resources/2018-YouthReport-
NoVid.pdf

Voices of Youth Count

https://voicesofyouthcount.org/wp-content/uploads/2017/11/VoYC-National-Estimates-
Brief- Chapin-Hall-2017.pdf

National Resource Center for Mental Health Promotion and Youth Violence Prevention. (2019).
Adopting a Trauma-Informed Approach for LGBTQ Youth.
https://healthysafechildren.org/sites/default/files/Trauma_Informed_Approach_LGBTQ_Youth_1.p
df

The National Child Traumatic Stress Network. (n.d.). About child

trauma.https://www.nctsn.org/what-is-child-trauma/about-child-trauma

Mooney, M. (2017). Recognizing, treating, and preventing trauma in LGBTQ youth. Journal
ofFamily Strengths 17, 2.
https://digitalcommons.library.tmc.edu/cgi/viewcontent.cgi?article=1363&context=jfs

Bartlett, J. & Steber, K. (2019). How to implement trauma-informed care to build resilience
to childhood trauma. Child Trends. https://www.childtrends.org/publications/how-to-
implement-trauma-informed-care-to-build-resilience-to-childhood-trauma
American Psychological Association of Graduate Students. (n.d.). Sexual orientation and
genderidentity microaggressions in clinical settings.
37
https://www.apa.org/apags/governance/subcommittees/microaggressions-webinar-
transcript.pdf

38
Nadal, K. L. (2018). Microaggressions and traumatic stress: theory, research, and clinical treatment.
American Psychological Association.
The National Child Traumatic Stress Network. (n.d.) https://www.nctsn.org/trauma-informed-
care/creating-trauma-informed-systems/schools
Gay, Lesbian, and Straight Education Network. (2019) The 2019 National School Climate Survey
Executive Summery. https://www.glsen.org/sites/default/files/2020-10/NSCS-2019-Executive-
Summary-English_1.pdf
Minahan J. (2019) Trauma-Informed Teaching Strategies. https://www.ascd.org/el/articles/trauma-
informed-teaching-strategies

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 Nondiscrimination Notification and
Contact Information
“No person shall on the basis of sex (including transgender, gender nonconforming andgender
identity), marital status, sexual orientation, race, religion, ethnicity, national origin, age, color,
pregnancy, disability or genetic information be denied employment, receipt of services, access
to or participation in school activities or programs if qualified to receive such services, or
otherwise be discriminated against or placed in a hostile environment in any educational
program or activity including those receiving federal financial assistance, except as provided
by law.” No person shall deny equal access or a fair opportunity to meet to, or discriminate
against, any group officially affiliated with the Boy Scouts of America, or any other youth group
listed in Title 36 of the United States Code as a patriotic society.”

An employee, student, parent or applicant alleging discrimination with respect to employment

or any educational program or activity may contact:

Dr. Kathleen L. Rodgers, Assistant Superintendent

Equity Coordinator (Students) and
Title IX Compliance Officer
Leon County Schools
2757 West Pensacola Street
Tallahassee, Florida 32304
(850) 487-7306
rodgersk@leonschools.net

Deana McAllister, Labor and Relations

Equity Coordinator (Employees)
(850) 487-7207
mcallisterd@leonschools.net

A student or parent alleging discrimination as it relates to Section 504 of the Rehabilitation

Act may contact:
Jennifer Benton, 504 Specialist
(850) 487-7317
bentonj@leonschools.net

Rocky Hanna, Superintendent

Leon County School District
Tallahassee, Florida

40