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As a cisgender person, it costs you nothing
For a cisgender person (a person whose gender is in alignment with the sex they were assigned at birth- more on that another time!) there is little to no risk in sharing your pronouns. When you've never questioned what pronouns people use for you, or even thought about the idea of pronouns after you learned about them in 2nd grade, sharing your pronouns on digital profiles is easy and costs you nothing.

For a person who is transgender or nonbinary, sharing pronouns can be a bit riskier. If someone is transitioning at work and only a few people know about it, sharing pronouns may out them before they're ready. For a nonbinary person, sharing they/them pronouns often only sparks a lengthier conversation (*coughthisarticlecough*) rather than simply inform people.

That's why we ask cisgender people to lead the change by sharing pronouns. It normalizes the process, has little risk, and actually makes for a safer environment for everyone.

Small action, big impact
At Argo Collective, we always have our workshop attendees make a commitment before the close of each session. One of our clients committed to adding his pronouns on his LinkedIn profile. Two days after he added "He/Him" after his last name, a University reached out to him and said they noticed he and some of his colleagues added pronouns on LinkedIn. The University told him they had a transgender student who was looking for an internship placement and this company seemed like a safe environment for the student to begin their career.

That's why pronouns matter. It might be the beginning of a huge career for this student, who might have had trouble to find his first job as a transgender person.

Becoming an LGBTQ ally
Our friend Craig Forman (Sr. People Scientist at Culture Amp) explains what he learned about the value of sharing pronouns as a cisgender person:

How to add your pronouns on Linkedin
It can be tricky to add your pronouns on Linkedin because for now, Linkedin doesn't support a specific field for pronouns. (We know this is a problem, and we talked with LinkedIn to encourage them to add a specific pronoun field.) In the meantime, You can add "They-Them, She-Her, or He-Him (or whatever other pronouns you use!) after your last name.

**Sidenote: when editing your LinkedIn profile on your computer, you can't use the character "/" (annoying, we know). However, you can use "/" when editing your last name on the Linkedin app. Life-hacks for the win! The important thing is showing pronouns however possible.
Be an ally through email, too
Try adding your pronouns to your email signature! It's another easy way to not only inform people you communicate with of your pronouns but normalizes this process for everyone.

Feel free to copy-paste our own signature template and replace the pronouns by yours. At the bottom, we add a link to this page so more people can learn about why pronouns matter and why they should also add theirs:

Max Masure (they/them)
Argo Collective | Co-Founder | COO
Gender Inclusion Strategist
Linkedin | Twitter | argocollective.co | Chat with me!

Why I put my pronouns on my email signature and you should too

Normalizing the usage of pronouns is a concrete, impactful way to show your advocacy for LGBTQIA+ individuals. It takes some practice to transform the unfamiliar into the familiar. At first, it might be awkward to share pronouns when you meet someone, but after a while, you probably won't even hear it.

So, however you identify, be proud of your pronouns and encourage others to as well! It helps more people than you think.

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Why I Put Pronouns on my Email Signature (and LinkedIn profile) and You Should Too

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As a cisgender person, it costs you nothing For a cisgender person (a person whose gender is in alignment with the sex they were assigned at birth- more on that another time!) there is little to no risk in sharing your pronouns.

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It is easy to support your trans students when you understand that gender is a man-made concept.  What it means to be female, male, non-binary and so forth means different things to different people. Sex assigned at birth is biology, but can be re-assigned.  Genitalia is not gender.  It is anatomy.  Sexuality is not gender.  Gender is how you feel, and how you comfortably present your true self to the world.  It is easy to be supportive, respect preferred pronouns and keep comments and prying questions to yourself. The internet has the answers to any questions you may have. Be kind, be respectful, or be quiet. -Nancy Franks

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It is easy to support your trans students when you understand that gender is a man-made concept.  What it means to be female, male, non-binary and so forth means different things to different people. Sex assigned at birth is biology, but can be re-assigned.  Genitalia is not gender.  It is anatomy.  Sexuality is not gender.  Gender is how you feel, and how you comfortably present your true self to the world.  It is easy to be supportive, respect preferred pronouns and keep comments and prying questions to yourself. The internet has the answers to any questions you may have. Be kind, be respectful, or be quiet. -Nancy Franks

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A note from DESE re: the Safe Schools Program

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A note from DESE re: the Safe Schools Program

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The Department recently posted Commissioner Riley’s 2021-22 letter to district and school leaders about the Safe School Program for LGBTQ Students. The letter includes information on laws and policies, trainings and technical assistance, the Massachusetts Gender and Sexuality Alliance Leadership Council, pronouns, family engagement, and the Massachusetts Commission on LGBTQ Youth.

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2021-2022 Commissioner letter to district and school leaders about the Safe Schools Program for LGBTQ Students

To:

Superintendents, Assistant Superintendents, and Charter School Leaders;
and Elementary, Middle, and High School Principals

From:

Jeffrey C. Riley, Commissioner of Elementary and Secondary Education

Thank you for your commitment to providing safe and supportive environments for all students, including lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. We are proud that Massachusetts is a leader in this regard and that there have been significant improvements over the years in creating supportive school communities for LGBTQ students. As educators, we play an important role in fostering resilience, joy, safety, and positive relationships for LGBTQ students, despite the many disparities that LGBTQ students continue to face. The 2019 Massachusetts Youth Risk Behavior Survey ( YRBS) shows that LGBTQ students are twice as likely to report having been bullied in the previous school year, and more than three times as likely to have skipped school in the past month because of feeling unsafe - as can be seen in the Commission on LGBTQ Youth Fiscal Year 2022 Report (page 8). According to the GLSEN School Climate Survey (2019), schools with supportive adults, inclusive curriculum, all gender restrooms and locker rooms, and strong Gender Sexuality Alliances (GSAs) create safer schools for all students where LGBTQ students are more likely to perform better academically and feel safe enough to show up engaged in their learning.

Creating safe schools for all students is an important part of furthering the Holistic Support and Enrichment and all four themes outlined in my " Our Way Forward " report, and is a core component of the Department's (DESE) priority to strengthen social-emotional competencies, health, and safety and all five strategic priorities . We look forward to continuing this important work with you.

As you are well aware, the pandemic has created significant and unique challenges for students in general and especially for LGBTQ students. A recent report from the Trevor Project indicated that 41 percent of LGBTQ youth said that COVID-19 impacted their ability to express their LGBTQ identity, including more than half of transgender and nonbinary youth (56 percent). The pandemic has made it challenging for LGBTQ students to fully access spaces that are a crucial support system, like Gender-Sexuality Alliances (GSAs). If your local GSA is in need of support to strengthen its presence or resources, I encourage you to contact the Safe Schools Program for LGBTQ Students to get connected with regional meetings and other resources. We also encourage you to explore the Department's Promoting Student Engagement, Wellbeing, and Safety (2021) document, with available Power Point slides and eLearning Module, as they highlight ways to promote wellbeing for students particularly during the COVID-19 pandemic.

Additionally, I want to remind you of the Department's Guidance on Nondiscrimination on the Basis of Gender Identity which encourages all schools to provide access to restrooms (including all-gender restrooms), locker rooms, and athletic teams consistent with a student's gender identity.

To assist you in your efforts to create safe and supportive school environments for LGBTQ students, the Department and the Massachusetts Commission on LGBTQ Youth (Commission) also offer the following:

1. Information on Federal and State Laws and Policies regarding LGBTQ Students
The Safe Schools Program for LGBTQ Students webpage contains information about federal and state laws and policies regarding LGBTQ students, including information related to the Massachusetts Anti-Bullying Law, the Regulations for the Student Anti-discrimination Law, the Guidance on Notifying Parents When a Student Has Been Bullied Based on Sexual Orientation or Gender Identity/Expression, the Guidance on Nondiscrimination on the Basis of Gender Identity, and the Principles for Ensuring Safe and Supportive Learning Environments for LGBTQ Students.

Additionally, as a reminder, in 2016 the Department added a third gender marker option in the Student Information Management System (SIMS), and also added it in the Education Personnel Information Management System (EPIMS). The change to SIMS was made in response to a number of Massachusetts school districts expressing the need for an additional gender marker, to include a value of Non-Binary (N). This gender marker is in addition to Female (F) and Male (M), and can be used by individuals who do not identify as just female or male.

2. Training and Technical Assistance
The Safe Schools Program for LGBTQ Students provides districts with free training and technical assistance. Topics that may be requested include building safe and supportive environments for LGBTQ students; meeting the needs of transgender and gender-nonconforming students; the implementation of prevention efforts related to suicide, violence, and bullying; and the reduction of health disparities for LGBTQ students. To submit requests for trainings, please submit this online training request form.

The program also provides technical assistance which can include phone, virtual, or in-person meetings to help you answer specific questions or workshop issues your school is addressing. Requests are generally responded to within 5 business days. To request technical assistance (TA), please submit this online TA request form.

Additionally, the Safe Schools Program for LGBTQ Students offers curricular materials to help schools provide LGBTQ-inclusive lessons. These resources range from hour-long to multi-day lessons, and help students value the contributions of LGBTQ people in history, literature, and other fields. STEM curriculum units are currently in development. "Defending Democracy at Home: Advancing Constitutional Rights," an interdisciplinary Language Arts and Social Studies unit, is available on the Department's Model Curriculum Unit website. Additional curricular materials are available on the Commission's website.

3. The Massachusetts Gender and Sexuality Alliance (GSA) Leadership Council
Modeled on the State Student Advisory Council (SSAC) to the Board of Elementary and Secondary Education, the Massachusetts GSA Leadership Council informs policy, promotes inclusive learning environments, supports the development of leadership skills, and fosters statewide collaboration among middle and high school LGBTQ students and allies. It is a student-led and adult-supported program, with a curriculum centered on racial and gender equity, and it consists of a state council and five regional councils. All middle and high school students and GSA advisors are welcome to attend bi-monthly regional meetings held from 9am-1pm at local schools across the five regions (Central, Greater Boston, Northeast, Southeast, and Western).

Because the state and regional council meetings occur during school time, we ask that you support student and advisor attendance with appropriate arrangements for excused absences. For additional information and a complete list of dates, see the Massachusetts GSA Leadership Council.

In the past year, the GSA Student Leadership Council worked collaboratively with the Department to create a virtual, student-led book club for Department and district staff and students. The inaugural book club discussion was with the book King and the Dragonflies by Kacen Callendar, recipient of the National Book Award for Young People's Literature. Department staff were provided training regarding how to appropriately engage with students in this setting, and student voice was a focus in the discussions.

4. Pronouns
As you may have noticed, several Department staff include pronouns on our email signatures. We have learned that this is one way to acknowledge that we cannot know a person's pronouns without asking or being informed, and it is a way to signal gender inclusivity to students and families. I encourage you to have a conversation about pronouns with your communities and that you consider making this option available to your staff. You may find helpful this resource on pronouns from the Gay, Lesbian, and Straight Education Network (GLSEN).

5. Family Engagement
Parental/family love and support is an important factor in a young person's well-being. According to the Family Acceptance Project, family accepting behaviors towards LGBT youth during adolescence protect against suicide, depression and substance abuse. As educators, we often have a meaningful role to play in partnering with families to support their children's wellbeing and success in school.

In addition to reviewing the aforementioned gender-identity related guidance, we encourage you to contact the Safe Schools Program for LGBTQ Students for technical assistance regarding family engagement.

6. The Massachusetts Commission on LGBTQ Youth
The Commission advises state government agencies on effective policies, programs, and resources for LGBTQ youth. The 50-member Commission and its staff issue annual policy recommendations, work in partnership with 17 state agencies, and hold community events and listening sessions.

Feel free to contact Kimm Topping (they/them), Program Manager for the Safe Schools Program for LGBTQ Students at Safeschoolsprogram@doe.mass.edu for more information. And again, my heartfelt appreciation for all that you are doing to support students and your colleagues every day.

Last Updated: February 17, 2022

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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News Article - Massachusetts Department of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Gender Neutral Ways to Address Your Class 

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Gender Neutral Ways to Address Your Class 

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GENDER NEUTRAL WAYS TO ADDRESS YOUR CLASS - teachgenderequity

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Ever say “listen up boys and girls!” or “good morning ladies and gentlemen” to your class? this can sometimes make students who are questioning, non-binary or transgender feel uncomfortable...

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A school administrator shares what he has learned by talking to gay and lesbian parents about their school experiences.

As school administrators and teachers encounter more diverse family structures, the burden is on us, as educators, to learn from their experiences and actively work to create a more welcoming school community in which everyone feels accepted.

I recently had the opportunity to speak with gay and lesbian parents about some of their experiences with their children's schools. The majority of them spoke about positives; however, they said there are still many areas for growth.

Before we dive into what they shared, it's important to understand a bit about heteronormativity. Heteronormativity is the assumption that all people are heterosexual by default, and research suggests that schools are, by default, highly heternormative cultures. We have educators working in schools who view the world through a heterosexual lens and therefore may not be aware of the some of the challenges facing same-sex families.

Through the voices of gay and lesbian parents, we can learn a lot about the steps we need to take in order to create more-inclusive school communities.

School Documents, Databases, and Communication

Ask yourself, "Can every type of parent or guardian find a place for themselves in my school's documents, databases, and communication?"

"That always bugs the crap out of me. I hate it when that comes back, and I just cross out both 'Mom' and 'Dad' and write 'Parent, Parent.'"-Sally

"The action of having to do that does take me to the place of, if this is happening right now, what is this going to look like for my family as we move forward? It feels very marginalizing. I have to go an extra step to call attention to and make known the needs of my family, which other families don't have to do. So, I think in that respect it can sometimes be very frustrating."-Todd

"At the time of registration, we had to complete 10-15 documents and were crossing out 'Mother' and putting 'Father, Other Father.' We got frustrated while completing the paperwork because we didn't know which parent was Jason and which one was Rich."-Jason

These are a few things I heard from parents:

To solve this problem, schools could make simple modifications to their databases and paperwork allowing parents to self-identify who they are in relation to a student. Consider drop-down menus or blanks so that caregivers of all types can be included: mother, father, stepfather, guardian, etc.

Schoolwide Events

Ask yourself, "When planning this event, can every type of student, parent, or family find a place for themselves?"

"We see these pictures online or in Facebook posts of daddy/daughter dances and things like that, and we're dreading it. Right now, we dread Mother's Day. We don't think they'll address it. We really don't."-Jason

"School events can be a bit awkward at times. I think you get some of the looks like, well, what are you doing here, or whatever. At some point you sit down at a table with a set of moms, and it kind of comes up."-Todd

"So I think the girls in Sofia's school used to have Invite Your Mommy for Make-Up Day or something like that, and then the dads get invited for doughnuts. So, when Sofia had that opportunity to bring what was originally supposed to be her mother, we asked, can she bring an aunt, and so she brought an aunt. And then for Mother's Day, we just left it up to Sofia, and I think she wrote a card to her aunt or to her female cousin."-Ron

Here's what I heard from parents:

As educators, our goal is to make sure that students feel good about themselves. All children want to fit in, and events solely for moms or dads can be alienating. Although these types of events are surefire hits in schools when it comes to building community and connections, they limit families by gender or relationship. Consider events such as Lunch with Loved Ones or Pastries with Parents. Elementary teacher Elizabeth Mulvahill has some great suggestions.

Word Choice, Actions, and Body Language

Throughout my research, parents recalled instances of word choice, actions, and body language that set a tone for future interactions.

"Every time I talked to her, her face would get red like she was really nervous, and I don't know if she was intimidated because I come off as maybe more masculine, that I would be mean. It was really interesting because I would see her interact with other parents, and her face wouldn't get red."-Shannon

"The teacher was so incredibly uncomfortable with both of us sitting there. It was like she had no idea how to announce or address us. She actually cried one time because she was so frazzled."-Jason

"What's so interesting about it is that they didn't know what to call us. They didn't know how to address us. If we went to pick up Jordan, the office would call the room and say, "Jordan's-um, will you send Jordan to the office?"-Rich

These are some of the things I heard from parents:

In each of these experiences, the parents left wondering how welcome they were in the school. Finding this interesting, I asked each parent what they felt schools could do to ensure a more positive dynamic, and they all mentioned ongoing professional development and training. Recognizing that not all people have had close interactions with out gay or lesbian parents, they believe that some simple background information and knowledge could go a long way.

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How to Make Your School More Welcoming for LGBTQ Families

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A school administrator shares what he has learned by talking to gay and lesbian parents about their school experiences. As school administrators and teachers encounter more diverse family structures, the burden is on us, as educators, to learn from their experiences and actively work to create a more welcoming school community in which everyone feels accepted.

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Massachusetts Safe Schools Initiative

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There are no Safe Schools Program for LGBTQ Students Headlines at this time

The Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students is a joint initiative between the Massachusetts Department of Elementary and Secondary Education (DESE) and the Massachusetts Commission on LGBTQ Youth. Founded in 1993 in response to concerns about LGBTQ youth suicides and other risk factors, the program now offers a range of services designed to help schools implement state laws impacting LGBTQ students, including the state's anti-bullying law, gender identity law, and student anti-discrimination law.

The Safe Schools Program also manages the Massachusetts Gender and Sexuality Alliance (GSA) Student Leadership Council.

Training and Technical Assistance

The Safe Schools Program for LGBTQ Students informs policy and provides training, technical assistance, and professional development to school administrators and staff on topics related to gender identity, sexual orientation, and school climate.

Requests for trainings and technical assistance can be submitted online, Submit a Request.

Curricular Resources

The Regulations for the Massachusetts Student Rights Law (MGL Ch. 76, Sec. 5) state that "all public school systems shall, through their curricula, encourage respect for the human and civil rights of all individuals regardless of race, color, sex, gender identity, religion, national origin or sexual orientation."

These resources will help students value the contributions of LGBTQ people and understand their place in history, literature, and other fields.

DESE Model Curriculum Units - Defending Democracy at Home: Advancing Constitutional Rights, Obergefell v. Hodges (2015) Same-Sex Marriage (Grades 11-12)

Inclusive Curriculum Materials - available from the Massachusetts Commission on LGBTQ Youth and covering a variety of subjects in social studies and language arts

Important LGBTQ Resources

Email: Safeschoolsprogram@doe.mass.edu

Phone: 617-447-4730

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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Safe Schools Program for LGBTQ Students - Student and Family Support

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and int…

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Rights of LGBTQ students in public schools

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Rights of LGBTQ students in public schools

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LGBT students are often the victims of discrimination and harassment that can lead to feelings of fear, anger, anxiety, depression, and even suicide. For public school students in Massachusetts, there are both state and federal laws, as well as policies established by the Massachusetts Department of Elementary and Secondary Education, designed to protect LGBT students and to allow them to participate in both curricular and extra-curricular activities free from discrimination and harassment. Here is a quick guide.

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How to best support Transgender and gender non-conforming students in your classroom

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How to best support Transgender and gender non-conforming students in your classroom

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Check out this quick tip sheet on how to make your environment the most welcoming for all of your students!

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NAGLY - North Shore Alliance for Gay & Lesbian Youth

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NAGLY - North Shore Alliance for Gay & Lesbian Youth

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Want to find a local resource for your students, their families or you as an educator? Look no further!

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NAGLY (the North Shore Alliance for GLBTQ+ Youth) is a non-profit whose mission is to honor, respect, educate, and empower GLBTQ+ youth.

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Are any of your LGBTQ students in crisis?

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Are any of your LGBTQ students in crisis?

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The Trevor Project is the world’s largest suicide prevention and crisis intervention organization for LGBTQ (lesbian, gay, bisexual, transgender, queer, and questioning) young people.  Share this resource and then tell one of the counselors!

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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A GSA club in middle school can provide a safe, supportive space for students at a critical point in their lives.

As teachers, counselors, and administrators, we hear the words of bullies reported, comfort the bruises of victims, and see the bigger picture of prejudice that spans from classroom to soccer field to hallway. Too many times, episodes of bullying are based around students' perceived sexuality or identities, and as research proves, our young people are suffering.

One way schools can combat these attacks is to host a Gay-Straight Alliance (GSA). High schools across the country have answered the challenge to provide safe and supportive spaces for children. Slower to move, however, are middle schools.

Why a GSA in Middle School?

It's important to note that the tween years extend from ages 10 to 15. That spans upper elementary school into high school, with the majority being the middle school years. This is a key period for lesbian, gay, and bisexual students: The children in one survey reported being "attracted to another person of the same gender at about age 10."

The Trevor Project reports several troubling statistics. Lesbian, gay, bisexual, transgender, or queer (LGBTQ) youths "are almost five times as likely to have attempted suicide" as heterosexual kids. Forty percent of transgender adults report having attempted suicide during their lives, and 92 percent of these people say they did so before the age of 25. And "one out of six LGBTQ students nationwide (grades nine to 12) seriously considered suicide in the past year." That's on our watch, under our care, yet the majority of our schools are not helping students enough with the confusion and fallout that might occur during this chapter of a student's life.

By only providing GSAs at the high school level, we're denying the safe space they would provide, and the positive impact they could have, for students prior to ninth grade.

The good news is that research shows that GSAs at the middle school level can benefit school climate and individual social and emotional health for all students. A GSA helps both LGBTQ and heterosexual tweens. Bullying, after all, occurs across all lines and a GSA is about building advocacy in all allies. A 2014 study found that "LGBTQ students are at higher risk for suicide, in part because they are more often targeted for bullying and discrimination, but heterosexual students can also be the target of homophobic bullying. When policies and supportive programs like GSAs are in place long enough to change the environment of the school, it's better for students' mental health, no matter what their orientation."

How Can My School Begin a GSA?

First off, know your facts. GSAFE, an organization focused on supporting and protecting LGBTQ students, reminds us on their website that "if you attend a public school that has other non-curricular clubs, the Equal Access Act [a federal law] states that your school cannot deny the formation of a GSA (or a Bible club, for that matter)."

Also know that you are in good company. While middle schools are slower to host GSAs on their campus than high schools, the topic appeared frequently at this year's conference of the Association for Middle Level Education, the leading middle school organization in the country. The focus this year was on the wellness of middle school students, and we can't be talking about social and emotional learning and not include the GSA in the conversation.

Here are four points to consider before getting a club started on your campus.

1. Understand how a GSA is different from other clubs or organizations. GSAs are run by students, not by adults. Therefore, while a teacher offers a safe space for meetings and conversations, the activities and decisions must come from the student members themselves. The students drive the conversations, events, and meeting agendas. An adult is vital, however, to provide the students a routine place to meet, to teach them how to schedule events on the school calendar, and to provide informed outreach to the rest of the staff. You're the adult helping them navigate how to run the organization they want to run.

2. Know your role as a protector of privacy. Learning more about privacy issues is key when becoming a sponsor of a GSA. Make sure the school understands that student privacy is paramount. When the GSA was first launched at the middle school where I teach, we had students who had already identified, but we also had students who were siblings of identified students. We had students who were questioning, and students who were merely curious about the club. Students are entitled to privacy as they decide how to be a member or ally.

3. Guide students to write a mission statement. While students run the show, they might need help in basic communication practices. Guide them in creating a mission statement. Help GSA student leaders learn how to establish group norms and bring a meeting to a consensus.

4. Utilize the high school GSA for mentorship and advice. Create an articulated program where students from the high school program can help those in the younger program.

If you're interested in learning more about establishing a GSA in your school, check out the Jump Start Guide provided by Gay, Lesbian, and Straight Education Network. But don't wait to ensure that students know your classroom is a safe one. Order a Safe Space kit and let your students know that yours is a room with both their heart and head in mind.

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Supporting a Gay-Straight Alliance in Middle School

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A GSA club in middle school can provide a safe, supportive space for students at a critical point in their lives. As teachers, counselors, and administrators, we hear the words of bullies reported, comfort the bruises of victims, and see the bigger picture of prejudice that spans from classroom to soccer field to hallway.