# data[].attributes.body
Kosciw, Joseph G., Palmer, Neal A., Kull, Ryan M. & Greytak, Emily A. (2013) The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports. Journal of School Violence, 12:1, 45-63. DOI: 10.1080/15388220.2012.732546

Reports and Briefs (2022 June 23) GLSEN. June 2022, https://www.glsen.org/research/reports-and-briefs.

Thapa, Amrit, Cohen, Jonathan, Guffey, Shawn & Higgins-D’Alessandro, Ann. (2013) A Review of School Climate Research. Review of Educational Research, 83:3, 357-385. DOI:10.3102/0034654313483907

Understanding Gender (2022 June 23) Gender Spectrum. June 2022, https://genderspectrum.org/articles/understanding-gender.

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Transgender students who play sports reflects an unfair advantage.

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Schools aren’t required to be inclusive of all students.

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Under the federal requirement of Title IX, students should be able to expect an environment free from sexual harassment and discrimination based on gender or sex stereotypes. Therefore, schools who receive any federal funding should abide by Title IX.

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Exposure to students who identify as LGBTQ or genderqueer threatens the well-being of the dominant “normal” community.

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Parents should get to decide what is taught in schools and what information their students are exposed to throughout their educational experience.

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GSA clubs are inappropriate in schools. They only reinforce a false narrative of multiple genders.

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By developing an “inclusive curriculum,” teachers are just pushing a “gay progressive agenda” onto students.

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Kids are too young to learn about sex and gender.

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Allowing students to use whatever pronoun they want confuses them and their peers.

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By telling children gender is a spectrum, they will just choose whatever sex they want.

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Students have a right to equal access to co-curriculars, regardless of gender identity or sexual orientation. Similarly, they have a right to confidentiality of medical information. Child development tells us that no student wants to undergo physical and mental scrutiny, stereotyping and harassment, and potential team or peer rejection simply to gain an “athletic advantage.”

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"Exposure" promotes understanding. When students know their emotional and physical safety is a priority for schools, they are less likely to miss school and are more likely to report hate speech. This minimizes victimization for all community members regardless of their gender identity.

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Gender-inclusive schools are safer for all students

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The role of educators as professionals is to provide responsible and age-appropriate experiences to students that promote questioning and critical thinking while ensuring safety through inclusivity. A positive school climate where all students feel seen and heard promotes the psychological well-being of all children.

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Supportive educators promote a less hostile school climate for students overall. The co-development of safe spaces like GSAs leads to greater self-esteem for queer students and promotes education about gender and encourages allyship among cisgender peers.

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The heteronormativity present in our culture already teaches children about sexual orientation. Age-appropriate discussions about all aspects of gender identity and sexual orientation doesn’t undo the binary messaging; it simply expands the narrative so it is more accurate.

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Supportive educators help queer-identifying students

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The American Academy of Pediatrics says that, “By age four, most children have a stable sense of their gender identity.” What medical experts and researchers have concluded is that transgender children are at least as certain in their gender identity as are other children are in theirs.

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Introducing pronouns does not change gender identity for students. Using the correct pronouns promotes feelings of safety and acceptance for queer youth, while also normalizing inclusive gender identities for all students.

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Gender identity is not a choice. When gender and sex and sexual orientation become incorrectly conflated, people make assumptions about a child’s identity that has nothing to do with who they are or how they see themselves (how they identify). According to Gender Spectrum, “Gender is personal (how we see ourselves), while sexual orientation is interpersonal (who we are physically, emotionally and/or romantically attracted to).”

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Gender is a spectrum; interchanging “gender” (a social construct) and “sex” (a biological determinant) reinforces a false binary.

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Students should have a gender-inclusive educational experience.

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Students should have a gender-inclusive educational experience.

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Claim