WHAT’S IN A NAME?
Researchers interviewed transgender youths ages 15 to 21
and asked whether young people could use their chosen
name at school, home, work and with friends. Compared
with peers who could not use their chosen name in any
context, young people who could use their name in all
four areas experienced 71 percent fewer symptoms of
severe depression, a 34 percent decrease in reported
thoughts of suicide and a 65 percent decrease in suicidal
1. Use public restrooms without fear of verbal abuse, physical
intimidation, or arrest
2. Strangers don’t assume they can ask you what your genitals
3. You have the ability to not worry about being placed in a sex-
segregated environment that is incongruent with your identity:
locker rooms, changing rooms, jail/prison, holding facility/
4. Your validity as a man/woman/human is not based on how
much surgery you’ve had or how well you “pass” as non-
5. Knowing that your child will not be bullied or called “it” at
school by the teachers, faculty, staff or principle
• Language draw backs
• Cultural differences
• Sleeping accommodations: tents, ships etc.
• Bathrooms etc.
• Community norms
• Pre-program request for preferences
TIPS ON BEING A GOOD ALLY
• You can't tell if someone is
transgender just by looking.
• Don't make assump?ons about a
transgender person's sexual
• If you don't know what pronouns
to use, ask.
• Understand the diﬀerences
between "coming out" as lesbian,
bisexual, or gay and "coming out"
The goal of teaching should always be to help the student find their
path to a meaningful, successful life.
Advocacy may be an important element in the teacher/student
Social justice issues can seriously impact the gender variant individuals
health and well being.
LGBTQ adolescents/teens face substantial barriers to receiving
adequate care and support.
Don’t assume this is only a “phase” the student is going through.
Don’t be dismissive of students identity or feelings.
Thank a student if they come out to you, you may be the first person
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