Report on the Advocacy for Inclusive Schools Resolution in St. Mary’s County

Introduction

On June 18, a significant community gathering took place at the St. Mary’s County school board meeting in Leonardtown, Maryland. Approximately three dozen attendees, united in support of LGBTQ+ rights in education, advocated for the adoption of an Inclusive Schools Resolution. This event aligns closely with the United Nations Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education), Goal 10 (Reduced Inequalities), and Goal 16 (Peace, Justice, and Strong Institutions).

Community Engagement and Advocacy

The meeting was marked by vibrant displays of Pride flags and signs bearing messages such as “LGBTQ Students Deserve Dignity” and “Inclusive Schools Save Lives.” Participants included current and former students, parents, educators, and counselors who shared personal experiences of harassment and discrimination within local schools.

• Speakers highlighted recent policy decisions in neighboring Calvert County, including the banning of safe space stickers and proposed flag bans, underscoring the urgency for protective measures in St. Mary’s County.
• Brandon Russell, Vice Chair of Pride Southern Maryland, emphasized the importance of the resolution in demonstrating the school system’s commitment to inclusivity and support for LGBTQ+ students and staff.

Details of the Inclusive Schools Resolution

The resolution, inspired by a 2022 policy from Anne Arundel County, has garnered 633 signatures and includes nine key provisions designed to foster an inclusive and supportive educational environment:

1. Recognition of students’ and staff’s right to be addressed by their chosen names and pronouns.
2. Access to gender-affirming facilities within schools.
3. Equal rights and support for LGBTQ+ student organizations.
4. Inclusive training programs and curriculum development.
5. Protection against being outed to families without consent.
6. Use of gender-inclusive language in all school communications.
7. Concrete and enforceable safeguards to protect LGBTQ+ individuals.
8. Support mechanisms addressing mental health and well-being.
9. Commitment to fostering a safe and welcoming school climate.

Significance in Relation to Sustainable Development Goals

The advocacy for the Inclusive Schools Resolution directly supports several SDGs:

• SDG 4: Quality Education – Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all by creating safe and supportive learning environments.
• SDG 10: Reduced Inequalities – Reducing inequalities within and among communities by protecting the rights and dignity of LGBTQ+ students and staff.
• SDG 16: Peace, Justice, and Strong Institutions – Promoting peaceful and inclusive societies by fostering respect, dignity, and protection against discrimination in educational institutions.

Community Voices and Experiences

Several community members shared impactful testimonies:

• Tina Stone, Chair of the Southern Maryland Democratic Socialists’ queer liberation working group, cited a defining incident involving a transgender teacher who faced severe backlash, highlighting the need for enforceable protections.
• Jennifer Clancy, a licensed therapist and mother, emphasized the importance of love and care in response to anti-LGBTQ+ rhetoric.
• Phil Williams, one of the first openly gay students at Chopticon High School, recalled the challenges of feeling unsafe and the impact on academic performance.

School Board Response and Future Actions

Superintendent Scott Smith acknowledged the concerns raised and committed to reviewing current policies, particularly regarding the use of preferred pronouns. Existing harassment policies mention sexual orientation but lack explicit reference to gender identity, indicating room for policy enhancement.

Kyle Ploger, an SMCPS employee and former student, highlighted the resolution’s potential to strengthen commitments to student mental health, noting the correlation between supportive environments and reduced suicide rates among LGBTQ+ youth.

Broader Regional Efforts

The Southern Maryland Democratic Socialists (DSA) have actively canvassed in support of the resolution, expanding efforts to neighboring Calvert and Charles counties, where they have collected additional signatures (98 and 129 respectively). This regional approach underscores a collective commitment to advancing inclusive education aligned with SDG principles.

Conclusion

The push for the Inclusive Schools Resolution in St. Mary’s County represents a critical step towards achieving inclusive, equitable, and quality education for all students, in line with the Sustainable Development Goals. The community’s advocacy highlights the importance of institutional support and policy reform to protect and empower LGBTQ+ individuals within educational settings.

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1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 3: Good Health and Well-being
   • The article discusses mental health and well-being of LGBTQ+ students, highlighting the importance of supportive environments to reduce suicide rates and harassment.
2. SDG 4: Quality Education
   • Focus on inclusive education policies, protection of LGBTQ+ students and staff, and the promotion of safe and supportive learning environments.
3. SDG 5: Gender Equality
   • The article addresses gender identity rights, access to gender-affirming facilities, and equal treatment of LGBTQ+ individuals, promoting gender equality and inclusion.
4. SDG 10: Reduced Inequalities
   • Efforts to protect LGBTQ+ students from discrimination and harassment align with reducing inequalities within the education system and society.

2. Specific Targets Under Those SDGs Identified

1. SDG 3: Good Health and Well-being
   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
2. SDG 4: Quality Education
   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
3. SDG 5: Gender Equality
   • Target 5.1: End all forms of discrimination against all women and girls everywhere, which extends to gender identity and sexual orientation protections.
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life, which relates to inclusive policies in education.
4. SDG 10: Reduced Inequalities
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators Related to SDG 3 (Good Health and Well-being)
   • Suicide rates among LGBTQ+ youth in accepting versus unaccepting communities (implied by the mention of reduced suicide attempts in supportive environments).
   • Incidence of harassment or mental health issues reported by LGBTQ+ students.
2. Indicators Related to SDG 4 (Quality Education)
   • Existence and adoption of inclusive school policies and resolutions protecting LGBTQ+ students and staff.
   • Access to gender-affirming facilities and inclusive curricula.
   • Number of schools implementing gender-inclusive language and training.
   • Reports of harassment or discrimination incidents in schools.
3. Indicators Related to SDG 5 (Gender Equality)
   • Legal and policy frameworks protecting against discrimination based on gender identity and sexual orientation.
   • Participation rates of LGBTQ+ individuals in school leadership or student organizations.
4. Indicators Related to SDG 10 (Reduced Inequalities)
   • Number of discriminatory policies or practices eliminated in education systems.
   • Levels of equal access and treatment for LGBTQ+ students and staff.

4. Table of SDGs, Targets and Indicators

Source: thebaynet.com