RI Laws and Policies - Author ~RIDE

Trevor Project Resources - Author ~ The Trevor Project 

3 Talking Points

1. “The need for this guidance is clear. The Human Rights Campaign Foundation’s survey, including more than 10,000 youth entitled, Growing UP LGBT in America, found that 42% of gender nonconforming youth report frequently or often being called names, and 40% reported being frequently or often excluded. Further, over half of gender nonconforming youth reported that they did not participate in activities offered by the school out of fear of discrimination. Additionally, the Journal of Adolescent Health (2015) reported that transgender youth were more likely to report: being diagnosed with depression compared with students who were not transgender (50.6% vs. 20.6%); suffering from anxiety (26.7% vs. 10% ); attempting suicide (17.2% vs. 6.1% ); and engaging in self-harm activities with lethal intentions (16.7% vs. 4.4%)” (RIDE 2016). This was a shocking realization for me. I read these statistics and wrote in the notes, “Scary statistics!” It is time we care more about the person! It is a wake-up call for all of us.  All I could think about was the senseless suffering. 

2. RIGL §16-21-34 Safe Schools Act and the RI Statewide Bullying Policy recognize that the bullying of A student creates a climate of fear and disrespect that can seriously impair the student's health and negatively affect learning. Bullying undermines the safe learning environment that students need to achieve their full potential. The expression, physical act or gesture may include, but is not limited to, an incident or incidents that may be reasonably perceived as being motivated by characteristics such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression or mental, physical, or sensory disability, intellectual ability or by any other distinguishing characteristic. The purpose of the policy is to ensure a consistent and unified statewide approach to the prohibition of bullying at school.  I read this, and sadly, I asked myself does this really work? How many of us and the countless kids that we see each day suffer in silence, in fear, and still nothing really happens to change this pattern. Why? I struggle with this question as a parent, teacher, and part of the larger community.

    3.  This article helped me to unpack and understand many definitions, ideas, and thoughts around transgender and non-conforming students. There is not one specific idea that rang a bell for me, but many as I navigated this guide. I wish I had it earlier because I think it would have helped me with putting my words in the correct context when I was working with some of my students. Ideas and definitions such as common genders (specifically two spirit), perception vs. expression, honorifics (Mx, Mr, Ms), and labeling and saying you are sorry, just to name. I appreciated the quote and should remember it: “Show that you care by doing better, doing better forward” (Guide - Trevor Project).

The authors share overarching goals of promoting safety, inclusivity, and well-being for transgender and non-conforming students. Both articles are striving to create communities or environments where gender non-conforming and transgender young people are respected, protected, and included in the school community and the larger community. Although RIDE focuses more on the school's legal obligations, the Trevor Project focuses more on the underlying concerns, including mental health concerns. Both articles strive to create a culture where transgender and non-conforming students are allowed to thrive and have access to equal opportunities.