This in-person workshop will support school health nurses, professional support staff and interested teachers to gain an understanding of affirmation planning and the role it plays in addressing the challenges and barriers faced by LGBTIQA+ young people. Affirmation plans (gender or sexuality or bodies) are developed together with the young person and, where appropriate, engage their families and allow for the school leadership to be informed as to the unique needs of a specific student in their school.
Workshop content is informed by DECYP’s Supporting Sexuality, Sex, and Gender Diversity in Schools Policy. Participation will help prepare and equip school staff to support and assist students seeking to affirm their identity in the school setting. During the session, attendees will work through a Gender Affirmation Plan in order to understand its use in addressing supportive and dignifying conversations with LGBTIQA+ students, through focusing on social, legal and educational concerns.
About the facilitators:
This session will be facilitated by Working It Out’s LGBTIQA+ School Inclusion Officers.
Kelli Charles (she/her) has a background in mental health and community support, working largely with young people and marginalised communities. Kelli is passionate about delivering high-quality professional learning and enjoys creating and facilitating enriching reflective practice spaces.
Daniel Howard (he/him) has been an LGBTIQA+ School Inclusion Officer since February 2022. He has spent almost two decades as a fulltime classroom teacher in Tasmanian public high schools. Daniel holds a Bachelor of Arts and a Bachelor of Teaching degree, both from the University of Tasmania.
At the end of this session participants will be able to:
- Appreciate the history and development of affirmation plans in Tasmanian schools,
- Appreciate the role of Gender Affirmation Plans as part of a whole school approach,
- Understand the limitations of focussing on an individual student,
- Appreciate the guiding principles and policies that set the context for affirmation planning,
- Understand the limits of a plan in relation to medical issues,
- Develop strategies for including families in the development of Affirmation Plans,
- Ground the plan as a tool for advocacy and not as a therapy tool,
- Understand key considerations of confidentiality and disclosures.
Teachers:
- Standard 4 – Create and maintain supportive and safe learning environments
- Standard 6 – Engage in professional learning
Principals:
- Leading improvement, innovation and change
- Engaging and working with the community
Face to face sessions 09:30 am – 2:30 pm
South – Professional Learning Institute, Glenorchy
- Tuesday – 28 May 2024
North-West – Devonport Library
- Thursday 30 May 2024