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Supporting trans teens is a hot topic and one of the most debated issues at the educational level. Tony is not an isolated example of how difficult it is to be in an environment where gender identity is disrespected. According to surveys, about half of transgender teens have experienced bullying at least once in school (Stone & Farrar, 2021). There are different strategies for behavior, but the leading one is the one where issues of comfort and safety are dealt with at the federal level. Legislation needs to be changed to change the behavior pattern of teens and teachers toward the transgender persona. To make Tony feel better, we should look to the experience of Scotland, where the local government has issued guidelines to support trans students. More about the document and its adaptation for Tonys case will follow.
For several years the Scottish government has been working on a particular document that will help schools and educational bodies to support trans teenagers. In the final recommendation, ministers stated the importance of having a safe environment for boys and girls. Applying government guidance is one of the primary sources of happiness among teens of all gender identities (Stone & Farrar, 2021). Students begin to feel better than they are respected, which promotes their inclusion. Teachers, as well as all staff, are required to have the skills to ensure that students are appropriately supported in their psycho-emotional health. Scotland has become one of the most advanced nations in its efforts to ensure the rights and safety of sexual minorities.
Having learned from this experience, it should be introduced across the board, but with the caveat that this guidance will be mandatory. The new document should be based on real-life examples and answer questions about bullying, confidentiality, and safety. Tony is entitled to recognition and respect for his gender identity by the people around him. Everyone deserves to have boundaries that no one will violate, regardless of gender identity.
Reference
Stone, K., & Farrar, J. (2021). Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy. Improving Schools, 24(2), 99-111. Web.
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