Infographic containing statistics show the need: All students need a complete and accurate education on biological diversity in sex and gender. See more: https://freedomforallamericans.org/legislative-tracker/ https://victoryfund.org/queering-congress-2022/ https://www.thetrevorproject.org/survey-2022/

“not everybody has the same body or identity as you, and that’s okay”

“all teachers should acknowledge this”

“there’s no reason not to teach inclusively”

“i feel less worried about puberty”

“i want to learn about and support my lgbt friends and family.”

https://www.genderinclusivebiology.com/newsletter/animal-patterns-of-reproduction

https://www.genderinclusivebiology.com/newsletter/diverse-reproductive-strategies-gallery-walk

https://www.genderinclusivebiology.com/newsletter/pigeonetics-game

https://www.genderinclusivebiology.com/newsletter/gender-inclusive-pedigree-charts

https://www.genderinclusivebiology.com/newsletter/nondisjunction-and-intersex-traits

https://www.genderinclusivebiology.com/newsletter/sex-determination-and-non-disjunction-lesson-by-sabrina-kayed

https://www.genderinclusivebiology.com/newsletter/reebops-nursery-gender-inclusive-independent-assortment

https://www.genderinclusivebiology.com/scientific-evidence

https://www.genderinclusivebiology.com/newsletter/q7131dprksnf08o3tsj3qehwka2ry2

https://www.genderinclusivebiology.com/newsletter/testosterone-levels-in-elite-athletes

1. authenticity- Provide accurate content and language that acknowledges both gender diversity and scientific precision. Ask: Is the content accurate or oversimplified?

2. consistency- Consistently offer a diversity lens instead of teaching an oversimplification that is later changed for exceptions. Ask: Do we have a consistently inclusive lens or a special token lesson?

3. affirmation- Frame diverse phenomena, such as chromosomal intersex traits, with interested curiosity. o not sensationalize or pathologize these variations. Ask: Do we normalize or stigmatize variation?

4. anti-oppression- Encourage students to identify and analyze the patterns that inform society’s status quo or censor recurring violence against human dignity. Ask: Do we empower or marginalize groups?

5. student agency- Provide students choices and habitually incorporate a student feedback cycle. Students engage more when they explore their own questions and make decisions, especially in learning about gender, sex, and sexuality. Ask: Do we invite the sharing of student experience?

authenticity- Provide accurate content and language that acknowledges both gender diversity and scientific precision. Ask: Is the content accurate or oversimplified?

consistency- Consistently offer a diversity lens instead of teaching an oversimplification that is later changed for exceptions. Ask: Do we have a consistently inclusive lens or a special token lesson?

affirmation- Frame diverse phenomena, such as chromosomal intersex traits, with interested curiosity. o not sensationalize or pathologize these variations. Ask: Do we normalize or stigmatize variation?

anti-oppression- Encourage students to identify and analyze the patterns that inform society’s status quo or censor recurring violence against human dignity. Ask: Do we empower or marginalize groups?

student agency- Provide students choices and habitually incorporate a student feedback cycle. Students engage more when they explore their own questions and make decisions, especially in learning about gender, sex, and sexuality. Ask: Do we invite the sharing of student experience?

“I learned not everybody has the same body or identity as you, and that’s okay.” www.genderinclusivebiology.com