Reports and Guides

• RLAS Guidance – Supporting Transgender and Gender Nonconforming Students (2018)
• Know the Difference: Sex, Sexual Orientation, Gender Identity, & Gender Expression
• Know your Rights: A Guide for Transgender and Gender Nonconforming Students published by the ACLU and GLSEN (2017)
• Injustice at every turn- A report of the National Transgender Discrimination Survey (2011)
• NM Youth Risk and Resiliency Survey Connections Newsletter: Gender Identity (2018)
• Human Rights Campaign- Supporting and Caring for Transgender Children (2016)
• Schools in Transition: A Guide for Supporting Transgender Students in K-12 (2016)

School Policy

• GLSEN – Model School District Policy on Transgender & Gender Nonconforming Students (2020)
• NM Safe Schools – Trans and Gender Nonconforming (GNC) School Policy template (2015)
• US Department of Education – Examples of Policies and Emerging Practices for Supporting Transgender Students (2016)
• GLSEN- Transgender Inclusion in High School Athletics- Policy Brief (2017)
• Albuquerque Public Schools Procedural Directive on Nondiscrimination of Students Based on Gender Identity and Gender Expression (2016)

Health

• Guidelines for the Primary and Gender-Affirming Care of Transgender and Gender Nonbinary People (2016)
• Center of Excellence for Transgender Health
• Transgender Non-Discrimination in Health Insurance Benefits – NM Office of Superintendent of Insurance Bulletin (2018)

Find a provider:

• Provider Directory – Transgender Resource Center of New Mexico
• Provider Directory – World Professional Association for Transgender Health

Additional Resources

• The Gender Book (2013)
• Transgender Resource Center of New Mexico
• Changing the Game – The GLSEN Sports Project
• Our Trans Loved Ones – Questions and Answers for Parents, Families, and Friends of People who are Transgender and Gender Expansive

Journal Articles

Cicero, E.C., Wesp, L.M. (2017) Supporting the health and well-being of transgender students. The Journal of School Nursing, 33(2):95-108. Available from: http://journals.sagepub.com/doi/full/10.1177/1059840516689705

Abstract
Throughout the United States, there has been a rise in public discourse about transgender people and transgender issues. Much of this attention stems from passed and proposed anti- LGBTQ (lesbian, gay, bisexual, transgender, queer or questioning) legislation, including “bathroom bills” that would require transgender people to use public facilities corresponding with the sex designated on their birth certificates. With the recent discussion and legislation impacting school-aged children and adolescents, what does this mean for school nurses and how can they care and advocate for their transgender students? In this article, we aim to empower school nurses to join the discussion, advocate for inclusive and equitable school policies, and deliver gender-affirming care to transgender students. We will explain transgender identities; transgender-related stigma, prejudice, discrimination, and health concerns; gender- affirming approaches in caring for transgender youth; and implications for school nurses. School nurses play a key role in creating a space that is welcoming and affirming where transgender students can thrive.

Russell, S.T., Pollitt, A.M., & Grossman, A.H. (2018) Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4):503-505. Available from: https://www.ncbi.nlm.nih.gov/pubmed/?term=Chosen+Name+Use+Is+Linked+to+Reduced+Dep ressive+Symptoms%2C+Suicidal+Ideation%2C+and+Suicidal+Behavior+Among+Transgender+Youth

Abstract
PURPOSE: This study aimed to examine the relation between chosen name use, as a proxy for youths’ gender affirmation in various contexts, and mental health among transgender youth. METHODS: Data come from a community cohort sample of 129 transgender and gender nonconforming youth from three U.S. cities. We assessed chosen name use across multiple contexts and examined its association with depression, suicidal ideation, and suicidal behavior. RESULTS: After adjusting for personal characteristics and social support, chosen name use in more contexts was associated with lower depression, suicidal ideation, and suicidal behavior. Depression, suicidal ideation, and suicidal behavior were lowest when chosen names could be used in all four contexts. CONCLUSION: For transgender youth who choose a name different from the one given at birth, use of their chosen name in multiple contexts affirms their gender identity and reduces mental health risks known to be high in this group.