Baltimore City Public Schools encourages teachers to withhold information about transgender and nonbinary students from their parents.

The school system’s Student Fair Practices webpage defines an extensive list of LGBTQ+ terms such as gender identity, agender, intersex, transgender and nonbinary. Listed education materials include the “Gender Unicorn” — a graphic created by Transgender Student Education Resources that outlines gender identity, gender expression, sex assigned by birth and physical versus emotional attraction.

The Baltimore City Public Schools website encourages students to fill out a “Support Protocol for LGBTQ+ Students” form with a “trusted member of the school administration.” The form sheds light on the process of students changing their gender identity at school, with a series of questions on parental involvement.

“Is the student’s parent/guardian aware of the student’s gender identity/gender expression/sexual orientation?”

“If parent/guardian support is low, what considerations must be addressed in implementing this plan?”

“What will be the process for supporting the student in their interactions with family members?”

“What will be the process for periodically checking in with the student and/or family members?”

The document provides a structured plan for when a student approaches a teacher about changing genders. With student consent, teachers first contact the “principal/designee.” This employee then schedules a meeting with the student and a school psychologist, social worker or school counselor. The meeting covers how to implement the “LGBTQ+ Student Support Protocol.”

The meeting between school staff and students interested in changing genders covers how to “assess the level of home support for the student’s gender identity.”

The Baltimore City school system does not require that parents are informed of their child’s decision to change genders, according to a study by Parents Defending Education first reported by the New York Post. Baltimore City Public Schools policy, last revised in 2022, suggests staff should consider whether or not a student’s family knows about their new gender identity.

“Prior to disclosing information about a student’s gender, gender identity, gender expression, and sexual orientation to a parent/guardian or family member, BCSPF personnel, or a designated City Schools staff member, should speak with the student to ascertain the level of support the student either receives or anticipates receiving,” the policy states. “In some cases, students may not openly express their gender identity at home because of safety concerns or lack of acceptance.”

Baltimore City Public Schools declined to comment on its gender identity protocols and use of the Gender Unicorn in classroom settings.

Parents sued Montgomery County over a similar policy in its public school system, but the case was dismissed by a federal court in August because the plaintiff’s children were not transgender.

The Baltimore City Public School system cites the Maryland Public Secondary Schools Athletic Association policy on transgender participation in sports on its Student Fair Practices webpage. The policy states that an Appeal Review Committee determines on a case-by-case basis whether a transgender student can participate in the sports team of their identified gender. Parents must make this request for their child.

The city schools’ Student Fair Practices webpage recommends two LGBTQ+ groups under “Support Resources:” the Trevor Project — a leading activist group in favor of access to transgender hormones for minors, and Trans Lifeline, which provides information on how to transition genders, including facial surgeries.

Gender Spectrum, which is listed under “Other Resources,” provides information for schools on how to promote gender identity-friendly policies. The group co-wrote “Schools in Transition: A Guide for Supporting Transgender Students in K-12 School” along with the American Civil Liberties Union, Human Rights Campaign, National Education Association and National Center for Lesbian Rights.

“Schools in Transition” emphasizes the need to ensure transgender students have access to the bathrooms, locker rooms, private spaces, and sports teams of their preferred gender. The recommendations dismiss students who express concerns with such policies.

“While this concern may seem understandable, it is often based on the false idea that a transgender boy is not a ‘real’ boy, a transgender girl is not a ‘real’ girl, or that a transgender student wants access to those facilities for an improper purpose,” it states.

“Schools should attempt to address these and any other misconceptions that may be causing the student’s discomfort,” it continues. “In those conversations, it is important to remind students that behaving in a way that makes others uncomfortable is unacceptable and a violation of the school’s commitment to ensuring the safety of all students; but it must also be clear that a transgender student’s mere presence does not constitute inappropriate behavior.”

The report similarly dismisses concerns about the competitive advantages of transgender participation in the sports team of their identified sex.

“Unfortunately, schools often erroneously believe that a transgender student, particularly a transgender girl, will have a competitive advantage over the other players and therefore should not be allowed to compete on the team that matches their gender identity,” it states. “Concerns regarding competitive advantage are unfounded and often grounded in sex stereotypes about the differences and abilities of males versus females.”

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