In recent years, discussions about gender identity and youth activism have gained more visibility in schools, communities, and media. Working closely with students daily, I observe how young people, particularly queer and transgender youth, explore issues of identity, belonging, and safety. This week’s readings and video emphasize both the difficulties faced by gender-diverse students and the impactful ways they engage in activism and self-expression, often unconsciously.

            In Queer and Transgender Youth: Education and Liberation in Our Schools, Singh and Jackson describe how identity disclosure, or “coming out,” has become much more than a personal act. They write, “Beyond having a place of recognition and the support such an environment creates, queer and transgender students have used identity disclosure (coming out) as an inadvertent means of activism” (p.179). This resonates with what I have witnessed in schools: young people who speak openly about who they are send a message to their peers and educators that representation matters. Their visibility challenges school cultures that have historically ignored or erased LGBTQ+ identities.

            But it is not enough for youth to bear this emotional labor alone. Singh and Jackson also highlight the conflicting roles adults can play in either supporting or harming queer and trans students. They observe that “Students often turn to the people in their school who have demonstrated openness and affirmation, and often the same people in their school building who present the danger of banning books are the ones who understand the need for diversity and affirmation” (p.183). This quote captures the tension within many educational environments: the adults who should be protecting students are sometimes the same individuals who limit access to diverse stories, restrict curriculum, or silence important conversations. This contradiction sends mixed messages to students and can leave them unsure of who is safe to trust.

            Another key reading, Amanda Keddie’s Engaging Boys in Gender Activism, encourages us to consider how boys are included or excluded in conversations about gender justice. Too often, educators hesitate to address harmful behaviors because they want boys to feel comfortable. However, Keddie argues that “While this is important in encouraging our boys to join in conversations about gender justice, if concern with boys' comfort remains the driving force in such conversations, boys will be unlikely to see gender equity as an issue that pertains or matters to them” (p.179). This challenges schools to break the idea that gender issues only affect girls or LGBTQ+ individuals. Boys need to understand that gender equity benefits everyone. Without this shift, schools miss an opportunity to cultivate male allies who can contribute to positive change.

            The video 'What Gender Identity Means to Today’s Teens' offers a compelling perspective: the voices of teens themselves. One teen states, “Gender identity is not what you are born with, but what you are or choose to be.” Hearing young people speak clearly, confidently, and with acceptance about gender identity gives me hope. Their words demonstrate how younger generations are redefining gender in ways that promote authenticity, choice, and self-understanding. This video shows that many youth today are more open-minded, empathetic, and informed than previous generations. This change reassures me that the future will be more inclusive, especially if adults listen and support them.

            These readings and videos underscore a vital message: youth are at the forefront of gender identity and activism, but they cannot do it alone. Schools need to be safe spaces where all students can openly express their identities without fear of discrimination, bullying, or punishment. Teachers, administrators, counselors, and behavior intervention staff like myself must actively promote affirmation, advocate for inclusive curricula, challenge harmful policies, and involve all students, including boys, in conversations about justice. I genuinely believe that when students feel seen, supported, and valued, they are empowered to advocate for themselves and others.