Transitioning in elementary school: parent advocacy and teacher allyship

Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

“…The literature related to parents of TGD children is growing internationally, and includes, but is not limited to the experiences of parents and family during the early transitioning stage (Barron and Capous-Desyllas 2017;Kuvalanka, Weiner, and Mahan 2014); transphobic harassment and the need for schools to create safe learning environments (Domínguez-Martínez and Robles 2019); parental advocacy (Goldstein et al 2018); intersections of class and the parenting of TGD children (Neary 2019); parental affirmation and justice-based parenting (Pyne 2016); as well as parents' experiences engaging with school counsellors (Riggs and Bartholomaeus 2015).…”

Improving School Outcomes for Transgender and Gender-Diverse Youth: A Rapid Review

“…Facilitators for school climate interventions for transgender and gender-diverse youth include educational materials; faculty, staff, and parents’ involvement; inclusive policies, and students’ involvement. Families were often the source of diverse educational materials, used in schools to educate their children (Mangin, 2020; Goldstein, Koecher, Baer, & Hicks, 2018). Nevertheless, not all families can devote volunteer hours (Goldstein et al, 2018), and some families may not be so supportive of transgender and gender-diverse identities.…”

“…Families were often the source of diverse educational materials, used in schools to educate their children (Mangin, 2020; Goldstein, Koecher, Baer, & Hicks, 2018). Nevertheless, not all families can devote volunteer hours (Goldstein et al, 2018), and some families may not be so supportive of transgender and gender-diverse identities. Regarding the inclusion of didactic material, one study showed that objections to adding multicultural literature were made by a handful of students, mostly on a religious basis (Flores, 2016).…”

“…The benefits of open communication and advocacy by parents, educators, and principals helped to create a safer environment for transgender and gender-diverse students (Goldstein et al, 2018; Mangin, 2020). By hearing transgender and gender-diverse students’ experiences through their families, teachers can better understand their needs.…”

“…By hearing transgender and gender-diverse students’ experiences through their families, teachers can better understand their needs. Teachers may also educate themselves on how to properly support transgender and gender-diverse students and colleagues (Goldstein et al, 2018).…”