Abstract
While federal protections against discrimination for LGBTQ students have increased in the past few years, at the same time state legislatures have proposed hundreds of anti-LGBTQ bills targeting transgender youth. With more students identifying as transgender or nonbinary, there is a need for clear policies on the usage of chosen names and pronouns in K-12 public schools. Schools need to be prepared to handle transgender and nonbinary students before a need arises. This article discusses the potential conflicts between the individual interests involved when name and pronoun policies are applied in K-12 public schools.
When drafting and enforcing name and pronoun policies, school administrators must navigate the disconnect between prioritizing student well-being, teachers’ rights, parental demands, and complying with sometimes conflicting state and federal laws. Public schools should create policies that support transgender and nonbinary students through the usage of gender-affirming names and pronouns not only to follow federal law, but also to support the students’ health, well-being, and academic success. Ultimately, student well-being should be the priority.
Recommended Citation
Manni Jandernoa,
Prioritizing Student Well-Being: Name and Pronoun Policies in K-12 Schools,
68
St. Louis U. L.J.
(2024).
Available at:
https://scholarship.law.slu.edu/lj/vol68/iss3/17