Supporting Gender Identity and Sexual Orientation Diversity in K-12 Schools

Megan C. Lytle, PhD, is an assistant professor in the Department of Psychiatry at the University of Rochester Medical Center (URMC). Dr. Lytle’s clinical and research expertise is in multiculturalism with a particular focus on the health and suicide disparities that are experienced by many lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) individuals. She completed two research-based internships: one with the International Association of Applied Psychology nongovernmental organization at the United Nations and a predoctoral internship in the Program of Research and Innovation in Disparities Education track at the URMC. Dr. Lytle received her PhD in counseling psychology from Seton Hall University. As a National Research Service Award Fellow and KL2 Scholar, she began developing a research portfolio on the prevention of suicide, attempted suicide, risk-related deaths, and antecedent risks amid transgender and gender-diverse communities. She is a licensed psychologist and, until 2018, was cochair of the Committee on Children, Youth and Families of American Psychological Association (APA) Division 44, Society for the Psychology of Sexual Orientation and Gender Diversity. Richard A. Sprott, PhD, received his degree in developmental psychology from the University of California, Berkeley (UC Berkeley), in 1994. His early work was on social and language development in early childhood, and he has a long history of evaluating educational programs for migrant farmworker families in the Midwest. Dr. Sprott is currently directing research projects focused on issues facing homeless lesbian, gay, bisexual, transgender, and queer or questioning youth and on identity development and health and well-being in people who express alternative sexualities and nontraditional relationships. He also teaches in the Department of Human Development and Women’s Studies at California State University, East Bay, and teaches graduate-level courses at various universities in the San Francisco Bay Area, including UC Berkeley, the California Institute of Integral Studies, and Holy Names University. He is cochair of the Committee on Children, Youth and Families of APA Division 44. All of these efforts highlight the ways in which stigma, prejudice, minority dynamics, health, language, identity development, and community development intersect and affect each other.

Contributors
Introduction: Moving From Research to Policy and School Interventions
Chapter 1. Resolving to Fix Social Injustices for Gender and Sexually Diverse Youth: Starting Points
Chapter 2. Advancing Gender and Sexually Diverse Students' Civil Rights: Leadership Efforts by Los Angeles Unified School District
Chapter 3. Supporting Gender and Sexually Diverse Students in Socially Conservative School Communities
Chapter 4. Evolving Strategies to Counter School Bullying of Gender and Sexually Diverse Students
Chapter 5. Providing Inclusive Strategies for Practitioners and Researchers Working With Gender and Sexually Diverse Youth Without Parental/Guardian Consent
Chapter 6. Using a Systems Approach to Creating Equitable Educational Environments for Gender and Sexually Diverse Families
Chapter 7. Meeting a Need: The Respect Workshop—Competency Training for School Health and Mental Health Professionals Serving Gender and Sexually Diverse Students
Chapter 8. Addressing Gender and Sexual Orientation Diversity Within Youth Populations: An Evaluation of Health Disparities and Recommendations on Affirmative School Policy
Chapter 9. Walking the Walk: Progress in Translation and Implementation, and an Agenda Going Forward
Appendix. Resources
Index
About the Editors