INCLUSIVE CLASSROOM PRACTICES

GROUPING

Teachers should use non-gendered methods for grouping students. Instead of grouping by boys and girls, ideas might include birth month, length of hair, the color of clothing, favorite season, shoelaces versus no shoelaces, count off by numbers, clock partners, pre-planned
groups, etc. Asking your students for suggestions of grouping is a great way to gain more ideas as well. 

PHYSICAL EDUCATION

Participation in physical activity plays an integral role in developing a child’s fitness and health, self-esteem, and general well-being. All students will be permitted to participate in physical education classes, intramural and club sports, and other gender-based District and non-district activities in a manner consistent with their gender identity and/or gender expression (see NJSD Board Policy). Physical Education teachers in NJSD are committed to ensuring all students learn in a safe, inclusive environment where gender does not play a role in student learning expectations or the structure of activities for learning. Physical Education teachers should evaluate all activities, rules, policies, and practices to ensure that gender-inclusive practices are in place.

Clothing

All District employees shall respect the gender identity and gender expression of all students and the right of a student to dress in accordance with the student’s gender identity and/or gender expression. Any applicable District student dress code shall be applied on a gender-neutral basis and will not be selectively or more strictly enforced against transgender or gender-nonconforming students. Students must come to physical education classes in appropriate clothing consistent with the health, safety, and instructional needs of the program. Appropriate attire includes athletic shoes and clothing that allows for full movement in-class activities. This may not require students to physically change clothing prior to class. If other accommodations are needed, students should consult their physical education teacher, School Counselor, or with school personnel in which the student filled out a Gender Support Plan. Physical Education attire should not be gendered. For example, teachers can list the type of attire that is appropriate for swimwear, but shall not say “girls must wear 'x' and boys must wear 'y'.”

Swimming

NJSD strives to ensure all students have access to all curricular opportunities for learning where they are safe and supported. Some students who identify as transgender, non-binary, and gender-expansive may require accommodations to access participating in swimming. Examples of accommodations include alternative swimwear and privacy for changing. Communication between students, teachers, and families is encouraged to develop a plan to meet the needs of the individual student. For our transgender, non-binary, and gender-expansive youth who are experiencing body dysphoria, swimming might not be a safe, affirming option for them. In these cases, we will offer students an alternative learning opportunity aligned with student learning outcomes. For additional guidance around this topic, students and families can contact their building administrator or School Counselor.

Changing Areas

Students who are transgender or gender-nonconforming may have a plan for restroom and locker room use that will best meet the needs of the individual student. Modifications regarding locker room and restroom use will be determined on a student-by-student basis by the student’s School Counselor and the school principal, with approval by a District Administrator. 

Students use locker rooms during their school day for physical education classes, sports, and other activities. Some transgender and gender nonconforming students may prefer a private space while others may wish to use the locker room consistent with their gender identity and/or gender expression. Teachers, coaches, and advisors should consider how they can utilize privacy curtains, restrooms, and separate changing schedules to provide for privacy for all students.

Any student who has a need or desire for increased privacy, regardless of the underlying reason, may be provided (to the extent reasonably practical) with a reasonable alternative changing area (e.g. a restroom stall with a door, a curtain partitioned area, an office within the locker room, or a nearby alternate restroom) or provided with an alternative changing schedule. Any alternative arrangement should be provided in a way that gives adequate consideration to relevant privacy concerns.

Universal Practices for Inclusion:

At the start of each semester, Physical Education teachers are encouraged to:

• have a whole-class discussion to inform all students of behavioral expectations as well as all available options for changing areas.

• Review expectations for respecting the privacy and personal space of other people in the changing area.

• Make clear what appropriate conduct will be in spaces where students are changing clothes and consequences for not adhering to these rules.

• Invite students to communicate with the teacher if additional accommodations are needed or if they have any questions.

A student may also contact their School Counselor for assistance in addressing concerns as part of a Gender Support Plan.

​

Student Accommodations:

When requested, schools will provide access to a reasonable alternative changing facility that is more private and not gendered.

This is an accommodation we would provide for any of our NJSD students, not just students who identify as transgender, non-binary, and gender-expansive.

Reasonable accommodations may include:

• Single, locked stalls within binary changing spaces.

• Separate changing spaces that are not gendered; also including single, locked stalls.

• These all-gender spaces should be located in proximity to Physical Education class and/or extracurricular activities.

​

Considerations:

Students who are asking for accommodations should have a voice in determining the changing area that best fits their individual needs.

Students’ needs may change, so students are encouraged to check in to determine if their Gender Support Plan needs to be updated.

Keep in mind that spaces inside of binary changing areas may not feel comfortable to some students, including transgender and non-binary youth; therefore, this may require a separate space where students do not have to enter through a binary changing area.

HEALTH EDUCATION

All students will have access to high-quality Human Growth & Development curriculum that focuses on student skill development to promote lifelong healthy lifestyles.
NJSD is committed to providing Health Education curricula that provide students with skills-based learning opportunities that are inclusive, age-appropriate, medically accurate, and non-stigmatizing. Health education teachers should evaluate all curricular materials, such as lesson activities, assessments, videos, and so on to ensure that gender-inclusive practices are in place.
It is essential that LGBTQ+ students see themselves in the curriculum. Human Growth and Development Instruction should include educating students on various vocabulary related to biology, gender identity, gender expression, and sexual orientation.
Examples of inclusive practices:
• When teaching about bodily changes with biological sex relating to puberty, use terms such as “people with penises” and “people with vaginas/vulvas/uteruses” instead of “girls and boys” or “girl-bodied / boy-bodied.”
• When teaching about families and relationships, discuss the concept of multiple pathways to relationships and family. Include multiple family structures – people who are raised by adopted parents, foster parents, grandparents/family members, single-parent households, same-sex parents, divorced parents, etc.
• When age-appropriate, educate students on the multiple pathways to family, including concepts of In vitro fertilization, artificial insemination, adoption, etc.