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Abstract

This article presents a framework for Gender Facilitative Schools advocating safe schools for transgender, gender expansive, and questioning children. This framework was constructed on the bases of a qualitative study of a transgender student with experiences in both gender restrictive and gender facilitative elementary schools and supporting literature. It addresses climate, language and narratives, curricular and extracurricular inclusion, professional development and partnership, and policy that can be used for improving schools.

Keywords

Children educational policy elementary schools gender gender identity gender nonconformity safe schools school districts teacher education transgender

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The gender facilitative school: Advocating authenticity for gender expansive children in pre-adolescence

Abstract

Keywords

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References