Journal of Counselor Leadership and Advocacy

ISSN: 2326-716X (Print) 2326-7178 (Online) Journal homepage: http://www.tandfonline.com/loi/ucla20

Working with Transgender Youths and Their

Families: Counselors and Therapists as Advocates
for Trans-Affirmative School Environments

Deborah Coolhart & Victoria MacKnight

To cite this article: Deborah Coolhart & Victoria MacKnight (2015) Working with Transgender
Youths and Their Families: Counselors and Therapists as Advocates for Trans-Affirmative
School Environments, Journal of Counselor Leadership and Advocacy, 2:1, 51-64, DOI:
10.1080/2326716X.2014.981767

To link to this article: http://dx.doi.org/10.1080/2326716X.2014.981767

Published online: 26 Mar 2015.

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 Journal of Counselor Leadership and Advocacy, 2: 51–64, 2015
Copyright © Chi Sigma Iota
ISSN: 2326-716X print / 2326-7178 online
DOI: 10.1080/2326716X.2014.981767

Working with Transgender Youths and Their Families:

Counselors and Therapists as Advocates for
Trans-Affirmative School Environments

Deborah Coolhart and Victoria MacKnight

Department of Marriage and Family Therapy, Syracuse University, Syracuse, NY, USA
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Transgender youths face harassment in schools while parents are adjusting to their children’s gender
identities and sometimes struggling to advocate for their children. Counselors and therapists may need
to extend beyond their agency and private practice settings and into school environments to educate
and advocate for just and compassionate treatment of transgender youths. This article summarizes
challenges transgender youths face in schools, recommendations for creating trans-affirmative school
environments, and strategies for counselor advocacy.
Keywords: school advocacy, transgender youth

INTRODUCTION

Families of transgender youths often seek the help of mental health professionals for assistance in
understanding and adjusting to youths’ gender variance, exploring options for gender transition,
and assisting youths in socially and medically transitioning to their affirmed gender (Coolhart,
2012). Youths’ gender transition affects not only the family, but all systems/contexts in which
youths are embedded, including the school environment. Because binary and fixed gender is an
organizing principle in our society, it is not surprising that shifting from one category to another
(female to male or vice versa) is often met with confusion, resistance, misunderstanding, and
mistreatment. In our experience, when counseling transgender youths and their families, it is
common to hear about struggles youths have in school with peers, teachers, and school policies.
For example, what bathroom or locker room should transgender youths use? When the class
is split into boys and girls for an activity, what group do transgender youths belong in? What
should be done when teachers struggle or refuse to use the pronouns that affirm youths’ gender
identity? How should transgender youths handle being picked on for gender expression, such as
their hairstyle or choice of clothing? What can be done to increase transgender youths’ feelings
of safety in a school environment that is not supportive?
As counselors and therapists listen to the experiences transgender youths have in the school
setting, they may wish these situations were easier for their clients and that teachers and peers
understood how to treat these youths with kindness and understanding (Lewis, Arnold, House, &

Address correspondence to Deborah Coolhart, Syracuse University, 601 East Genesee, Peck Hall, Syracuse, NY
13202, USA. E-mail: dcoole@syr.edu
 52 COOLHART AND MACKNIGHT

Toporek, 2003). Currently, it is not standard practice for school personnel to receive training on
gender diversity (Brill & Pepper, 2008). Because of this lack of training on transgender youths
and their unique challenges in the school setting, there is a need for education and advocacy
in schools to assist transgender students in being treated fairly. Typically, it is the role of par-
ents to advocate for their children in schools; however, parents of transgender youths are often
struggling to understand their children and dealing with their own emotional processes around
adjusting to their children’s gender identity. Thus counselors and therapists may need to extend
beyond their agency and private practice settings and interact directly with school systems as
educators and advocates for the just and compassionate treatment of these youths (Coolhart,
2012). According to the ACA’s Advocacy Competencies (Lewis et al., 2003), a counselor is
often the right person to take action when systemic factors such as nonsupportive school environ-
ments act as barriers to their clients’ development. Further, the ACA’s Code of Ethics (American
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Counseling Association [ACA], 2014) states that “counselors advocate at individual, group, insti-
tutional, and societal levels to address potential barriers and obstacles that inhibit access and/or
the growth and development of clients” (section A.7.a). This article will summarize the literature
on the struggles transgender and gender-variant youths face in the school setting, review current
recommendations for creating trans-affirmative school environments, and present strategies for
counselors and therapists advocating in schools on behalf of their clients.

THE STATE OF TRANSGENDER YOUTHS IN SCHOOLS

Research consistently demonstrates that lesbian, gay, bisexual, and transgender (LGBT) youths,
in general, experience harassment and bullying in the school setting, along with associated neg-
ative mental health outcomes (Almeida, Johnson, Corliss, Molnar, & Azrael, 2009; Kosciw,
Greytak, Bartiewicz, Boesen, & Palmer, 2012). Transgender youths in schools face unique chal-
lenges and increased marginalization, discrimination, and victimization in comparison with their
lesbian, gay, and bisexual (LGB) peers (McGuire, Anderson, Toomey, & Russell, 2010; McGuire
& Conover-Williams, 2010). Greytak, Kosciw, and Diaz (2009) examined rates of victimization
and levels of support experienced by students in schools, comparing transgender and LGB stu-
dents. These comparisons demonstrated increased discrimination faced by transgender students
compared with LGB students (or the additional intersecting discrimination of LGB-identified
transgender students), including hearing biased language, feeling unsafe in school, and experi-
encing discrimination in school. Transgender students reported the highest rates of discrimination
and lowest feelings of safety.
Transgender students’ experiences of harassment and discrimination in schools are clearly
widespread, and according to Greytak et al. (2009), 90% of transgender students heard nega-
tive remarks about gender expression sometimes, often, or frequently in school. Findings from
McGuire et al.’s (2010) study suggested most transgender students experienced negative com-
ments at school and felt significantly less safe at school than their cisgender peers. Transgender
students also experienced distress, such as fear of violence and reduced feelings of safety, as a
result of school harassment.
Research consistently shows gender nonconformity as a factor that contributes to harassment
in schools; for example, Greytak et al. (2009) demonstrated that increased rates of discrimina-
tion and low levels of safety were due to specific discrimination directed at gender expression.
 COUNSELOR ADVOCATES IN TRANS-AFFIRMATIVE SCHOOLS 53

Similarly, Espelage and Swearer (2008) found gender nonconformity to be a significant factor in
negative outcomes, such as psychological distress, as a result of being harassed. Gender noncon-
formity was related to increased harassment and associated consequences not just for transgender
students, but for lesbian, gay, bisexual, and heterosexual classmates as well, indicating little tol-
erance, in general, for deviation from traditionally prescribed gender expression. Also, Toomey,
Ryan, Diaz, and Russell (2010) suggested that boys (which included males who identified as
gay, bisexual, queer, homosexual, and also male-to-female transgender participants) are victim-
ized more often than assigned girls at school for gender nonconforming behavior, suggesting that
assigned boys face increased pressure to conform.
These experiences of harassment can have long-term negative effects on youths’ develop-
ment. Russell, Ryan, Toomey, Diaz, and Sanchez (2011) found increased school victimization
to be linked to LGBT young adults’ poorer mental health and greater risk for sexually trans-
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mitted infections and HIV. Teen bullying increases both mental and physical health problems
among LGBT youths in general and may be even more severe for transgender teens, in particular
(Espelage & Swearer, 2008). Toomey et al. (2010) found that bullying directed toward gender
nonconforming individuals increased youths’ likelihood for negative psychosocial adjustment.
All of these additional stressors faced by transgender youths undoubtedly impact their overall
well-being, which is supported by Grossman and D’Augelli’s (2007) findings that 45% of their
transgender youths sample reported seriously thinking about suicide, and 26% reported suicide
attempts.
In addition to mental and physical health risks, Greytak et al. (2009) examined the relationship
between experiences of discrimination and educational success. Absences increased and grade
point averages decreased the most for transgender students in relation to their fear of victimization
and actual victimization. Future aspirations also decreased the most with transgender students.
These results suggest that, not only are transgender students more likely to be victimized, they
are also more likely to do poorly in school and less likely to pursue goals after high school.
The lack of support for transgender youths in schools is clear, and it is a problem that extends
beyond harassment and bullying by peers; teachers, school counselors, and administrators often
contribute to this unsafe environment. Kosciw et al. (2012) indicated that LGBT youths did not
perceive high levels of support from school personnel. Furthermore, in Greytak et al.’s (2009)
study, 39% of transgender students heard negative remarks about gender expression from school
staff. These findings suggest a systemic climate of rejection for gender-variant and transgender
students as well as a need for systemic advocacy to create change for transgender students.

CREATING TRANS-AFFIRMATIVE SCHOOL ENVIRONMENTS

After gaining an understanding of the risks transgender students face in the school environ-
ment, the next step in creating positive change for these students is to understand the factors
that assist transgender youths in feeling safe and supported in the school environment. Results
from Singh, Meng, and Hansen’s (2014) study indicated that supportive educational systems aid
the resilience strategies of transgender youths in navigating stressors in their lives. According
to the ACA’s Advocacy Competencies, counselors exerting change in systems must analyze the
sources of political power and social influence within the system (Lewis et al., 2003). To create
systemic change for trans-affirmative school environments, the role of the following influential
 54 COOLHART AND MACKNIGHT

factors should be considered: teachers, school counselors, administrators, Gay Straight Alliances
(GSAs), and parents.
McGuire et al. (2010) suggested that connection to adults and the support of adults in school
are important factors in transgender youths’ feeling of safety. Focus group findings indicated that
youths perceived the support of teachers to be rare, and they desired for teachers to intervene
and stop harassment. Youths perceived teachers as indifferent to threats and harassment, and
increased teacher intervention in harassment was associated with increased feelings of safety for
transgender youths. Youths who reported being attached to an adult at school reported feeling
safer than youths who were not attached to an adult.
While safe adults in general are important for transgender youths, teachers may play a key role
in youths’ school support network. According to Greytak et al. (2009), transgender youths feel
most comfortable talking to teachers about issues related to being a member of the LGBT commu-
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nity. Teachers have an increased influence over the experiences of transgender students’ positive
experiences in school. The direct contact teachers have with students creates an opportunity for
a positive adult role model for students who may not be able to find this elsewhere. Teachers can
also bring knowledge about what transgender means and the history of this population into the
classroom.
Other school staff members are also important in creating change to improve the school
environment for transgender students. School counselors and social workers are required to be
advocates for change from their professional commitment to their fields (ACA 2014; National
Association of Social Workers, 2008). Best practices suggest school counselors act as advocates
for creating change in schools to support LGBTQ youths as well as encourage youth empower-
ment and activism (Goodrich, Harper, Luke, & Singh, 2013). Additionally, the American School
Counselor Association (2014) clearly details a position, stating, “Professional school counselors
promote equal opportunity and respect for all individuals regardless of sexual orientation, gender
identity or gender expression.” Thus school counselors and social workers can be strong supports
for transgender students, their parents, and other staff within the school.
School administrators should not be overlooked as initiators of change within the school,
particularly because of their influence on school staff and the training that is given to staff
and students about transgender issues (Graybill, Varjas, Meyers, & Watson, 2009). Training for
school staff to face their own biases is vitally important. Teachers who are uncomfortable with
transgender issues are less likely to engage in conversations about transgender issues and less
likely to stop harassment of transgender students (Hall, 2006). School administrators can act as
advocates for a trans-affirmative school environment in the following ways: enact policy change
by providing gender-neutral bathrooms, eliminate gender-biased language, create nondiscrimi-
nation and anti-bullying policies, enforce disciplinary actions against those who harass, provide
input on educational curriculum around transgender issues, and provide visible and proactive
support for transgender students. Support on the policy level is particularly important due to the
high rates of bullying of LGBT students, especially in middle school (Singh, Orpinas, & Home,
2010) and because having an anti-discrimination policy in place to protect LGBT students may
decrease the number of suicide attempts by these students (Goodenow, Szalacha, & Westheimer,
2006).
Another factor in the development of trans-affirmative school environments is the presence of
Gay Straight Alliances (GSAs). GSAs could be a unique opportunity for LGBT students to find
supportive peers. This is a club that would seem to allow not only LGBT students to advocate for
 COUNSELOR ADVOCATES IN TRANS-AFFIRMATIVE SCHOOLS 55

themselves but also straight allies and possibly staff to do the same (Diaz, Kosciw, & Greytak,
2010). Research demonstrates an increased feeling of school connectedness for transgender stu-
dents who have high attendance in GSAs (Diaz et al., 2010). This feeling of belonging relates
to an overall feeling of safety in the school for everyone. Further, the presence of, participation
in, and perceived effectiveness of a GSA has been found to have lasting effects for LGBT young
adults, such as increased self-esteem, decreased depression, greater educational attainment, and
fewer problems due to substance use (Diaz et al., 2010).
Finally, it is important to consider the role of parents in creating trans-affirmative school
environments. The home environment and support transgender youths receive from parents can
work to minimize the effects of discrimination (Ryan, 2010). Ryan, Huebner, Diaz, and Sánchez
(2009) found that parental rejection of youths’ LGBT identities led to increased risk for depres-
sion, illegal drug use, suicide, and unsafe sex. Further, from the same body of research, parental
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support of LGBT youths predicted greater self-esteem, social support, and general health status
(Ryan, Russell, Huebner, Diaz, & Sánchez, 2010). Not only can parents provide this support for
transgender youths at home, they can also be active within the school in advocating for the rights
and safety of their transgender children. Finally, parents can help transgender youths establish
a sense of self-pride (self-esteem) and security with their own identity and who they are, which
are key factors in students developing a sense of empowerment to advocate for their own rights
(Singh & Burnes, 2009).

COUNSELORS AS SYSTEMIC ADVOCATES FOR TRANS-AFFIRMATIVE SCHOOL

ENVIRONMENTS

The challenges faced by transgender youths and the resiliency impacts of supportive school envi-
ronments make the need for education and advocacy in schools vitally necessary. For some
families, the role of advocate does not need to be filled by the counselor or therapist working
with the family. For example, in some areas, there might be trans-affirmative organizations that
advocate in school systems. Also, some parents may be fully comfortable with their children’s
gender identity and well educated about how to advocate for their children in the school system.
However, for many youths, these factors are not in place, and counselors working with these fam-
ilies possess the vision, persistence, and leadership to engage in systems advocacy in the school
setting (Lewis et al., 2003).
Counselors and therapists working with transgender youths and families should support par-
ents’ emotional processes, continue to work with parents to more fully support their children, and
empower parents to be advocates for their transgender children (for specific family therapy rec-
ommendations, see Coolhart, 2012). However, while families are struggling to accept and support
their children’s transgender identities, youths may be experiencing mistreatment and victimiza-
tion in the school environment. Counselors should talk with parents about the risks their children
may face if this mistreatment and victimization continues and discuss strategies for advocating in
the school environment. In some cases, parents may be comfortable being part of the advocacy
process with the involvement of counselors. These parents may desire the assistance of counselors
for emotional support, for the counselors’ expertise in the process of advocacy, and/or to be heard
more clearly by school personnel. In other cases, parents may not be ready to be involved in this
advocacy. In these cases, counselors should discuss with parents how counselors may act as a sole
 56 COOLHART AND MACKNIGHT

advocate, obtaining informed consent to discuss the youth’s challenges with the school personnel,
and establishing boundaries around confidentiality that are comfortable for parents.
Although it can feel intimidating for counselors to ask for accommodations for clients and to
question school policies and procedures, school personnel are ethically and legally obligated to
provide an environment that is conducive to learning for all students, according to local legisla-
tion (for example, The Dignity for All Students Act in New York State). Thus, counselors can
approach school personnel with an expectation for fair and compassionate consideration of these
requests. The following discussion includes strategies for systemic advocacy in schools, begin-
ning with developing a plan for implementing the change process (Lewis et al., 2003). This is
followed by addressing many common problems faced by transgender youths, including using the
chosen name and pronouns; creating individual safety plans for transgender youths; dealing with
bathrooms, locker rooms, dress codes, and sports; and supporting “stealth” youths. Finally, we
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will address systemic and structural challenges impacting transgender youths, including school
policies, gender diversity and gender segregation, staff education and training, concerns of other
parents, and dealing with resistance.

Developing a Plan for Implementing Change

The first step in advocating systemically is determining with families what type of support seems
most helpful. Sometimes, the youths’ issues may be very situational, in which case letters written
to specific school staff members may be most appropriate. Letters may be most effective when
only one teacher, counselor, or administrator needs to be addressed. For example, one of our
client’s teachers told the parent they were going to support the male-to-female youth’s gender
expression, yet the teacher was forcing the youth to change clothes at school when she wore “girl”
clothes. In collaboration with the family, we determined that a letter from the counselor would
likely be enough to educate the particular teacher and remedy the situation. Another example
was when a youth wanted to change schools when he socially transitioned to male so he could
start over with peers who only knew him as a boy. School policy prohibited a change in schools
without a need; we wrote a letter establishing need and discussing the potential effects on the
youth’s mental health if the change in schools was not allowed. See the appendix for a sample
letter (using pseudonyms) addressing a student’s struggle with gym class.
Other times, it may be most helpful for counselors to take a systemic advocacy approach and
request a meeting with youths’ teacher(s), principal, school counselors, social workers, and/or
psychologists, and any other appropriate school personnel. Parents may also be a part of the meet-
ing; counselors’ roles in relation to the parents can range from being there as a support person,
to coaching parents in advocating for their child, to taking the lead in education and advocacy.
Depending on developmental level and desire to attend, it may be appropriate for youths to also
be present in this meeting.
At the beginning of the meeting with school personnel, counselors should inquire about the
role played by each person in the room. This will make it possible to later give specific rec-
ommendations to the most appropriate people. For example, strategizing with students’ primary
teachers about ways to be supportive to transgender students in the classroom will be different
from brainstorming ideas about how school principals can positively influence the experience
of transgender students. Counselors may also ask about each person’s level of exposure to and
knowledge about transgender identities and the challenges faced by this population. Typically,
 COUNSELOR ADVOCATES IN TRANS-AFFIRMATIVE SCHOOLS 57

school staff will have very little knowledge about the experiences of transgender people, mak-
ing it important for counselors to act as educators. In these meetings, counselors can talk about
what transgender means and norms in transgender identity development. Counselors can also
educate staff about the academic literature that suggests that honoring children’s experiences of
their gender and supporting transgender youths are important in youths’ healthy development.

Addressing Common Problems Faced by Transgender Youths

In our practice, transgender youths who are in need of advocacy in the school environment report
common challenges. This section will discuss obstacles youths frequently experience in feel-
ing respected and safe. School staff and administrators may need additional knowledge about
addressing the following issues: names and pronouns; individual safety plans; bathrooms, locker
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rooms, dress codes, and sports; and the needs of “stealth” youth.

Name and Pronouns

Often, one of the most urgent issues for transgender youths in schools is the use of a name and
pronouns that matches youths’ gender identities. Students’ affirming names and pronouns should
be used, even when they are different than the youths’ legal names (see Association for Lesbian,
Gay, Bisexual and Transgender Issues in Counseling [ALGBTIC] Transgender Committee, 2010;
Brill & Pepper, 2008; Cho, Laub, Will, Daly, & Joslin, 2004; Coolhart, Baker, Farmer, Malaney,
& Shipman, 2013; Lev & Alie, 2012). Generally speaking, school staff can be informed that the
most sensitive and respectful way to interact with transgender youths is to respect their internal
sense of gender identity. If a youth says she identifies as female, she should be referred to using
female pronouns, a chosen affirmative female name, and be treated as any other female in the
school. Calling youths by the wrong pronouns can cause discomfort and dysphoria for youths
and can also serve as a threat to youths’ safety. For example, when a teacher calls a female-
identified transgender youth by a male name or a male pronoun, it invalidates the youth’s gender
expression, giving permission to other youths to also disrespect the transgender youth’s gender
(potentially leading to harassment and violence).
Counselors can also request that schools change the youths’ names to their chosen names in
official school records in order to avoid future mistakes. If schools have policies preventing these
changes from occurring without legal name changes, it is necessary to discuss the reasons for
existing policies, ways to make exceptions to policies, or creative ways to incorporate the youths’
affirmative names into students’ records. For example, if it is not possible to officially enter
chosen names into the system, are there ways to unofficially “write” it in or indicate chosen names
in school records? How will all of the school personnel be made aware of affirmative names and
the importance of using them? What actions will be taken if school personnel persistently do not
use affirmative pronouns and chosen names?

Individual Safety Plan

Because transgender youths so commonly experience mistreatment, harassment, and bullying

in the school environment, specific plans should be made to keep these youths safe. At times,
youths’ distress may not be evident to teachers and school staff, so youths should be allowed
 58 COOLHART AND MACKNIGHT

control to execute their safety plan whenever necessary. For example, situations should be dis-
cussed in which youths most typically experiences distress, and teachers and counselors should
support a plan for youths to exit those experiences as soon as possible. The plan may include what
youths can do, where they can go, and who they can talk to when they feel gender-related distress
or when they are experiencing harassment. They may be allowed to go to the office, the school
counselor, or some other calming and safe spot in the school. Being able to talk with a supportive
adult in the school while experiencing gender-related distress may help the youths recover from
the incident and experience an increased level of safety, likely positively impacting the youth’s
overall mental health. Depending on youths’ specific experiences, there may be other ways in
which the school can support the youths’ sense of comfort and safety. For example, youths may
be allowed to identify safe peers, and youths can be intentionally placed in classes with these
peers. It is most important to listen to youths regarding what causes distress in school and be
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creative about how to diffuse these situations. Youths may be heard in the larger meeting with
school personnel, though often counselors have additional knowledge from previous counseling
sessions. Counselors may attend school meetings with a list of “problem situations” that need to
be addressed.

Bathrooms, Locker Rooms, Dress Codes, and Sports

Some experts advocate for transgender youths to use bathrooms, locker rooms, dress codes,
and gym class activities that are congruent with the students’ affirmed gender (see Brill & Pepper,
2008). Other experts advise creating gender-neutral bathrooms and locker rooms and avoiding
gendered dress codes (see Cho et al., 2004), which may not be possible in all school settings.
Ideally, youths’ gender identities should be affirmed in all situations; however, due to safety con-
cerns, we believe gendered bathroom and locker room use are situations that should be considered
on a case-by-case basis. Bathrooms and locker rooms are places where harassment and violence
can occur, and the safety of youths needs to be considered carefully. There may be some situations
where youths could presumably use the bathroom that is congruent with their gender identity with
little threat of danger, such as in early elementary school. However, as youths get older and bully-
ing and school violence become increasing threats, sending female-to-male transgender students
into the boys’ locker room or bathroom may be setting the stage for physical and sexual violence
to occur. Thus, in some situations, it may be safest for transgender youths to use gender-neutral
bathrooms in the school, such as in the nurse’s office. Youths may not be satisfied with this option
because it labels them as different; to be clear, the authors are not satisfied with this option either,
rather it may be the safest option from the currently available options. Counselors can discuss the
threat of harassment posed in each school situation, discuss ways to reduce this threat, and make
decisions about bathroom and locker room use with all factors considered.
Dress codes also present a challenge for transgender youths, and it is essential that youths be
supported in dress that is congruent with gender identity. While it is ideal that gendered dress
codes be eliminated, the reality is that many schools have different dress requirements for girls
and boys. In these cases, youths should be allowed to dress according to the rules congruent with
their gender identity. Similarly, transgender students should be allowed to participate on sports
teams that are congruent with their gender identities, regardless of whether or not they have
received medical treatments for gender transition (Griffin & Carroll, 2010). While some schools
may be open to this accommodation, other schools may be resistant and even have policies that
 COUNSELOR ADVOCATES IN TRANS-AFFIRMATIVE SCHOOLS 59

prohibit this from happening. Every student should have equal access to sports participation and
families (perhaps with the help of their counselor) may choose to advocate for policy change.
School policies are slowly changing to include equal access to sports for transgender students;
Griffin and Carroll’s (2010), On the Team: Equal Opportunity for Transgender Student Athletes,
is an excellent resource for organizing advocacy to achieve policy change.

The Needs of “Stealth” Youths

Transgender youths sometimes choose to change schools when they transition to their affirmed
gender so they may start over with peers who only know them in their affirmed gender. These
youths may be fully seen as their affirmed gender and may need support with their preferred level
of privacy about their transgender status. Youths who are living “stealth,” where their transgender
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identity is unknown by others, should be supported by maintaining confidentiality of the youths’

transgender status, including them in their affirmed gender’s group during any gender-segregated
activities, and strict use of preferred name and pronouns. Counselors can talk with school staff
about who needs to know (and who does not need to know) about youths’ transgender identities,
how confidentiality can be maintained, and examples of responses when transgender identities
are being questioned. Also, it may be important for youths to have a plan for dealing with peers
when they question their gender identity and supportive school counselors or teachers who they
can talk to when this occurs.

Addressing Systemic and Structural Challenges

Many schools are having to consider for the first time how systemic dynamics and existing
policies may present challenges for transgender students. Counselors can assist school staff
and administration to identify and modify these structural barriers. Common systemic obstacles
for transgender students include: school policies, gender diversity and gender segregation, staff
education and training, and concerns of other parents.

School Policies

Prior to meeting with the school personnel, counselors or therapists may request that school
administrators bring a copy of school policies related to discrimination, harassment, and bullying.
Because transgender youths are regularly targeted in the school environment and often do not
feel protected by the school as a system, it is important to examine the systemic procedural ways
in which the school protects or does not protect transgender youths. The meeting can include a
discussion about policies and procedures in the school and how they may be changed to more fully
include protections for transgender students. For example, gender identity should be included in
any anti-harassment policies (Lev & Alie, 2012) and any other policies related to discrimination
and mistreatment. Schools can be encouraged to adopt a zero-tolerance policy for discrimination
as well as update forms to include transgender identities (Brill & Pepper, 2008). Even when a
school as an institution states that they will enforce protections for transgender youths, sometimes
individual school employees do not act in protection of these students. Counselors can ask school
administrators about how school personnel will be trained about how to enforce protection for
transgender students and what will happen if they fail to enforce these protections.
 60 COOLHART AND MACKNIGHT

Gender Diversity and Gender Segregation

Counselors can educate school personnel about the importance of an environment that supports
diverse gender expressions. One way to increase acceptance of gender diversity is to acknowledge
and normalize the existence of diverse expressions by including historical experiences, social
justice movements, and legislation changes related to LGBTQ identities in school curriculum.
Another way to bring gender diversity into greater awareness is for the school to acknowledge
national Transgender Remembrance Day, which occurs on November 20th each year, to remem-
ber people who have been killed as a result of transphobia and to bring attention to this type of
violence. Finally, counselors can advocate for the creation of a GSA student group, if the school
does not already have one.
Counselors can engage in conversations with school staff about ways they see students typ-
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ically oppose gender diversity and brainstorm ways staff may intervene in these behaviors.
Counselors can model language for correcting students’ behaviors and educating students about
transgender identities. When students are expected to choose a gender category in the school set-
ting, it often creates discomfort for transgender students and directly opposes the notion of gender
diversity. School personnel can be encouraged to think about the ways they support this gender
segregation, and ideas can be discussed for how to change these patterns. For example, teachers
may change their method of splitting the class in half by gender and replace it with splitting the
class in half by odd and even numbers.

Staff Education and Training

In order to adopt trans-affirmative attitudes, school staff need to be aware of the unique chal-
lenges faced by transgender youths. Counselors can provide access to literature on the experiences
of transgender youths in schools, such as the 2009 GLSEN Report (Greytak et al., 2009), which
may aid in providing a preliminary education on these issues. Counselors may suggest that the
school designate at least one adult on the school staff as a “safe zone” adult. This role should be
made known to students so they know they can talk with this person when they are struggling
with issues related to gender and sexual orientation. Both safe zone adults and school counselors
should be aware of community resources that provide support for transgender youths and be
prepared to provide referrals.
If more extensive training is desired by the school or seems warranted after counselors meet
with school personnel, it may be necessary to help the school develop a plan for broader systemic
training. While it is possible that counselors may feel knowledgeable enough and compelled to
provide further training, for many it may be necessary or desirable to enlist help in this process.
Gender Spectrum (www.genderspectrum.org) is an organization that provides education, train-
ing, and support for creating gender-sensitive environments for youth. Their Web site outlines
helpful links and training programs for schools as well as contact information for assistance in
implementing such programs. Additionally, Cho et al.’s (2004) Beyond the Binary: A Tool Kit for
Gender Identity Activism in Schools provides useful information for school administrators about
creating trans-affirmative school policies and staff training.
 COUNSELOR ADVOCATES IN TRANS-AFFIRMATIVE SCHOOLS 61

Concerns of Other Parents

School administrators may be concerned about what is going to happen when other parents
find out about transgender youths in their children’s school. Counselors or therapists can discuss
this possibility with school personnel and brainstorm ways that these concerns can be han-
dled. Counselors can suggest resources for school personnel to answer questions posed by other
parents. For example, Gender Spectrum (described earlier) provides resources for educators,
including the top 10 questions parents ask and proposed answers for these questions. In meet-
ing with school personnel, it is useful to consider when and if other families should be informed.
Some families find it helpful to send a letter out to all the families in the school at the beginning
of the school year to inform them of their child’s gender expression or transition. According to
Brill and Pepper (2008), this approach may work best in liberal areas, when the school is in full
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support, and when there is a plan for possible backlash the letter may generate. Further, they
suggested to parents that the letter,

be in an unapologetic tone, explanatory in a rudimentary way, and short, and it should make clear this
is just one factor about your child along with commonalities such as loving puppies, the color green,
and spaghetti. It should also state in a positive way that you expect support and kindness for your
child. (p. 157)

Finally, the school may choose to offer a training session for parents and provide a forum for
questions to be asked.

Dealing with Resistance

Some schools may express resistance to becoming more trans-affirmative in their practices and
providing increased protection for these students. In these cases, counselors and parents should
become educated about the state laws that pertain to student rights and equality. Transgender stu-
dents have the constitutional right to equal protection from harassment, according to the Equal
Protection Clause Constitution, Title IX of the federal Education Amendment Acts of 1972.
Counselors can share these legal protections with the school and emphasize that discrimination is
a legal issue for which the school could be charged. It may be effective to educate schools about
legal cases that have been won by students where discrimination has happened based on sexual
orientation and gender identity, ultimately costing schools up to over $1,000,000 (examples are
cited in Cho et al., 2004). If none of these strategies proves effective, it may be necessary for fam-
ilies to seek legal action, a process that can be emotionally difficult and through which counselors
can continue to support families.

CONCLUSION

It is not uncommon for mental health providers to be sought out by the families of transgender
youths for help adjusting to the transgender identity and to get assistance in the gender transition
process. Because of this, counselors and therapists have the unique opportunity to have a positive
impact on the experiences of these youths and families who get mistreated so regularly in society,
 62 COOLHART AND MACKNIGHT

in general, and in schools, specifically. Transgender youths face increased harassment, discrimi-
nation, and violence in the school setting both in comparison with their heterosexual/cisgender
counterparts as well as their lesbian, gay, and bisexual peers. These negative experiences in school
have a detrimental impact on transgender youths’ mental health. Counselors and therapists have
an ethical obligation to advocate for transgender youths and to address obstacles in the school
environment that inhibit the healthy development of these youths.
Counselors can intervene in the school environment by communicating with school person-
nel about the common challenges faced by transgender youths and by addressing the systemic
dynamics preventing transgender youths from feeling safe and respected. While working with
transgender youths sometimes requires extra systems advocacy work occurring outside of agency
and private practice settings, this extra work has the potential of making a difference. Every stu-
dent deserves to feel safe and valued; counselor and therapist advocacy can be a powerful tool
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in achieving this goal. The literature clearly suggests that transgender youths’ experiences in
school have an enormous impact on their mental health and well-being. By acting as advocates,
counselors can have an active role in shifting these influential experiences for their transgender
youth clients.

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 64 COOLHART AND MACKNIGHT

APPENDIX

Sample Letter to School Personnel

cc: Mr. Sullivan [school counselor]

Dear Ms. Jones [gym teacher]:
I am [insert any qualifications, trainings, or specializations that make you knowledgeable about
this topic]. I am writing on behalf of my client and your student, Colin Thomas (legally Julie
Thomas), who is a female-to-male transgender youth. Colin is in the process of social and medical
gender transition in order to be fully recognized as a male.
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Transgender people are often assigned a gender at birth that does not match the gender they feel
internally. For many, this is an experience that is present from as early as they can remember.
At the same time that other children are developing their sense of gender around preschool age,
so are transgender people. However, the difference is that transgender people are often taught that
how they know themselves to be is wrong, teaching shame and creating psychological distress.
Unfortunately, we live in a society that has little tolerance or understanding of transgender people,
leading to repeated experiences of mistreatment and discrimination for these individuals. As you
may be able to imagine, it takes tremendous courage for transgender people, and especially youth,
to stand up for who they are and pursue gender transition when that is the most genuine option
for them. It is recommended by professionals specializing in working with this population that
people generally respect youths’ sense of who they are. In other words, if a youth says he is male,
he should be treated accordingly by using a male name, pronouns, being allowed to participate
with males, etc.
The reason I am writing to you now is because as I have been working with Colin and his parents,
it has come to my attention that Colin’s experiences in gym class are regularly distressing, and
he often experiences discrimination in this setting. I am requesting your help in changing this
experience for Colin and in providing a space that is safe for Colin to participate in your class.
The first suggestion for change that would have an enormous impact on Colin feeling safer would
be your willingness to begin referring to Colin by the name “Colin,” using male pronouns (he,
him) to refer to him, and generally allowing Colin to participate in the same activities as the other
boys in class. After talking with Colin and his parents, we believe that it would be safest for him
to be allowed to change his clothes in a private location. The girls’ locker room is inappropriate
for Colin to continue using as he is making his social transition to male. There are concerns about
safety for Colin in using the male locker room, such as harassment and violence, therefore we
believe a private changing space is most appropriate. Lastly, it would also be tremendously helpful
if you intervene when other students are making derogatory and discriminatory remarks toward
Colin. This harassment is causing Colin to feel unsafe, and your enforcement of fair treatment
for all students would be instrumental in creating safety.
Thank you in advance for your cooperation in this matter. If you have further questions, please
feel free to contact me. Also, I have copied Mr. Sullivan [school counselor] on this letter. Please
feel free to also talk with him regarding this matter, as he is aware of Colin’s gender transition
and ways to support Colin having a safe experience in school.

Regards,