Creating Gender Inclusive Environments for Children
FAQ'S
What is Gender Dysphoria?
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Internal distress due to the conflict of a person’s assigned sex at birth differs from their gender identity (Canadian Pediatric Society, 2018)
Can the Persistence of Gender Dysphoria be Predicted?
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Though it is impossible to predict the persistence of gender dysphoria all the time, a study was able to find a link between high intensity of gender dysphoria in children and the persistence of gender dysphoria into adulthood (Steensma, McGuire, Kreukels, Beekman & Cohen-Kettenis, 2013, p. 588)
(Chappell, 2019)
What are the Different Methods to Approaching GD?
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Corrective: align gender identity and expression with assigned sex
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Supportive: wait and see how gender identity develops. Gender related behaviour and expression is neither encouraged or discouraged.
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Affirming: Support the child and their family as they try to understand and differentiate behaviours commonly associated with transgender identity and behaviour of individuals exploring gender non-conformity (Hidalgo et al., 2013, p. 285)
Why is the Affirming Approach the most Effective Method?
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A child who is experiencing gender dysphoria needs individuals who will affirm and accept their gender non-conformity and their gender identity. Children who are not supported are at an increased risk of depression, low life satisfaction, self-harm, isolation, post-traumatic stress, homelessness and suicide (Hidalgo et al., 2013, p. 286). The affirming approach accepts and supports children which is also tied to positive self-esteem, high social support, positive mental health, less depressive symptoms, greater self-esteem and greater life satisfaction (Hidalgo et al., 2013, p. 287).
(Transgender Chalk Flag, 2019)
What Other Support can be Found Outside of Central Toronto?
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East Qrew - East Metro Youth Services In Scarborough, social support group for LGBTQ youth (14-24), Thursdays 5-7pm. 416- 438-3697 ext.405.
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ReachOUT Program – Griffin Centre In York Region, individual & family counselling, social supports, and advocacy for LGBTQ youth (12-18). 416-559-8565.
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Rex Pride In Rexdale and Etobicoke region, community support group for LGBTQ youth (12-24).
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My House – Rainbow Resources of York Region A network facilitating LGBTQ community events and listings. 905-770-5858.
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York Rainbow Support Program - Family Services York Region Individual and family counselling, including trans-specific drop-in services. 1-888-967-5542.
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YAAHA! - YouthLink In Scarborough, bi-weekly program for queer/trans youth (13-24). 416-967-1773 x229.
What Guidelines Should The Educator Use in Supporting Transgender Families?
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Be supportive of the relationship between the child and their family
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Recognize the roles that families and culture play in understanding children best
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Having respect for each child’s individuality and their families
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Respect for all diversity in children and society
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Recognize that trust and respect allow children and families to reach their full optimum
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Value a child’s culture, ethnicity and family by recognizing them in their program (Burt, Gelnaw, & Lesser, 2010).
(Transgender Flag, 2019)
What Are The Four Core Goals of Anti-bias Education?
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Each child will show self-awareness, confidence, family pride, and positive social identities (Burt et al., 2010).
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Each child will express comfort and joy with human diversity (Burt et al., 2010).
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Each child will be able to recognize unfairness, have language to describe it, and be able to understand unfairness is harmful (Burt et al., 2010).
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Each child will have a sense of empowerment to be able to recognize alone or with others what prejudice and discrimination look like (Burt et al., 2010).
Why is it Important for Families to Support Transgender Children?
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Research shows that when the family and community alienate transgender youth, they will more likely suffer from higher homelessness, drug abuse, HIV infection, depression, anxiety and suicidality, from that of the general community (Sherer, 2016).
What Resources can Educators use to Support Transgender Children in Their Environment?
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Early childhood educators have a responsibility to children and families to make sure the child and their families always feel welcomed. A professional resource available established by the Ministry of Education ensures that four foundations be used for the healthy development of children which are: Belonging, Well-being, Engagement, and Expression (Ontario Ministry of Education [OMEd], 2014b, p. 7). As well, the Think, Feel, Act provides research based information on child development that allows the educator to be more reflective in their practice (Wien, 2013; Ontario Ministry of Education [OMEd], 2014c).