How Ontario K-12 Gender Diversity Policy Guides School Staff in Handling Students’ Changing Name, Pronoun and other Gender Information

Abstract


 This research presents an updated analysis that focuses on the evolving inclusion of student gender information in the policies of Ontario school boards, with a specific emphasis on responding to the current issue of student gender information disclosure (chosen name, pronouns, washroom usage etc.). The study spans two periods: a previous policy gathering from 2018 to 2020 and a subsequent analysis conducted in 2023. The study aims to understand the progress made in supporting transgender and gender diverse students through the disclosure of their gender information, including how this information is used and by whom. 
 
 
 The research comprehensively reviews policy documents to observe how gender identity and expression are incorporated, often alongside other protected grounds outlined in the Ontario Human Rights Code, adopting the Code's language directly. However, the primary focus is on the provisions for confidentiality within gender diversity policies. Employing qualitative data analysis in NVivo, the study reveals diverse approaches in handling confidentiality related to a student's gender diverse status. Notably, many policies require the student's consent for disclosure, even in situations involving reporting to their parents and guardians. 
 
 
 The findings of this updated analysis shed light on the advancements made by Ontario school boards in implementing support for student gender information and respond to the live issue of Policy 713 in New Brunswick. This policy requires gender information to be disclosed to parents and guardians for students under the age of 16 to be addressed by their correct name and pronouns. The study offers valuable perspectives on the dynamic policy landscape, striving to establish inclusive and supportive educational environments for transgender and gender diverse students. Emphasizing the significance of safeguarding students' confidentiality and dignity as they express their gender identities, this research sheds light on the ongoing efforts to create affirming spaces within educational settings.