“Boys and girls,” is the universal call to attention for most school-aged children. Gendered language subtly sends the message that those of us that might not relate to the gender binary are not included. These inequities must be addressed more directly in our classrooms and institutions.

From an early age, children reinforce gender stereotypes they learn, and it influences the way they think about themselves and others. All students must be empowered in order to provide an inclusive and safe learning environment. True gender equality can be reached when these needs are met for all students:

• Equitable access and use of resources
• Equitable participation
• Safety or freedom from violence

The first step is to ask ourselves: How are you using language? Using nongendered terms and encouraging discussions about gender and identity opens the floor for exploration and acceptance. Advocating for a more diverse curriculum and calling into question shortcomings is important in creating a modern counternarrative to build a more just learning environment for all kids.

In the past few years, news articles have surfaced in outrage over school districts enforcing nongendered language. Referring to students as “friends,” “scholars,” or whatever it may be is not an attack on cisgendered students. In fact, it removes the gendered assumptions and competition that strong enforcement of gender roles evokes.

The U.S. Census Bureau collects the most comprehensive data about the demographic makeup of the country. The 2020 survey wholly excluded the identities of those who exist outside of the gender binary. Census data is used to inform policy, and without an accurate representation of that population, it is harder to provide evidence of necessary service and policy changes that protect those people.

There are many great resources out there for inclusive lesson planning and readings for class made by teachers for teachers. Pay note to the depictions of people in your readings: call into question stereotypes, read nonbinary and trans authors, challenge student’s assumptions. Engaging with more inclusive vocabulary and facilitating discussions about the influences and effects of biases and identities is a step all educators need to be taking.

As Winn explains, in “The Right to Be Literate,” hybrid learning environments including multiple forms of literacy serve students and teachers better. Collaborating with students and inviting them to share their lived experiences grants them agency to pursue their right to literacy.

Ultimately, diverse learning materials and methods are necessary to accommodate the diverse learners you are working with. These practices can and must incorporate all facets of identity. Classrooms should provide a safe, and inclusive environment that challenges and supports all students, without adding the burden of assumption.