Promoting Inclusive Practice for Trans and Nonbinary Students

Autor/inn/en	Shatila, Amy L.; Kneedler, Stephanie J.; Chen, Francis Yong
Titel	Promoting Inclusive Practice for Trans and Nonbinary Students
Quelle	In: Communique, 49 (2021) 6, S.4 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	LGBTQ People; Sexual Identity; Student Needs; At Risk Students; Inclusion; School Safety; Educational Environment; School Psychologists; Barriers; Sexual Orientation; Religion; Social Class; Racial Differences; Ethnicity; Individual Characteristics; Students with Disabilities; Holistic Approach; Mental Health; Physical Health; Role; Social Bias; Language Usage; Reports; School Personnel; Individualized Education Programs; Participative Decision Making + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sexuelle Orientierung; Social classes; Soziale Klasse; Rassenunterschied; Ethnizität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Holistischer Ansatz; Psychohygiene; Gesundheitszustand; Rollen; Sprachgebrauch; Abschlussbericht; Berichten; Schulpersonal; Individualized education program; Individualisierendes Lernen
Abstract	Supporting students who are trans and nonbinary is essential work. Students in this population are at high risk for mental health and academic problems. Until trans and nonbinary students can express their individuality on their terms, school psychologists must continue to advocate for their rights and seek to support school staff in providing a safe and secure learning environment. This article provides a framework and resources for addressing some of the challenging how questions as they pertain to students who identify as trans or nonbinary; however, the authors must highlight the importance of continued learning to increase personal and professional understanding of the complex issues trans and nonbinary students face. Sexual orientation and gender identity are but two components within a larger framework of the individual. Other factors, including religion, class, race, physical appearance, and disability status, intersect and collectively impact each student's lived experiences. Much work is left to be done in creating a holistic understanding of the individual and how to best serve students' mental, emotional, and physical health. The authors hope that school psychologists will be motivated to take an active role in supporting all students. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01