CARY Questionnaire Response - Hiruy Hadgu

The following is my responses to a questionnaire provided by CARY is a non-profit organization whose mission is to advocate for LGBTQ+ youth and to support all allies. CARY is incorporated under the 501(c)(3) status by the Internal Revenue Service.

• Do you support the HCPSS guidelines that transgender students will have access to restrooms, changing facilities, and sports in accordance with the student’s gender identity? Please explain your answer.

  Yes, I support the HCPSS guidelines, as they affirm the dignity and rights of transgender students, fostering a supportive and nondiscriminatory educational environment where every student has the opportunity to succeed and feel safe.

• Would you support a policy that codifies the guideline that requires HCPSS staff and non-official documents to use the name and pronouns that a student requests? Please explain your answer.

  Yes, I support codifying this guideline because it respects each student's identity, promotes inclusivity, and supports the mental and emotional well-being of all students by recognizing their right to self-identification.

• To what age groups (if any) is it appropriate for teachers and other staff members to disclose to students that they have LGBTQ+ family members or are in a same-sex relationship?

  Disclosures about LGBTQ+ family members or same-sex relationships by teachers should be handled with the same discretion as any family discussions, without artificial restrictions, to foster an environment of normalcy and acceptance around all family structures.

• What concerns, if any, do you have with students talking about themselves or family, friends, or community members related to being LGBTQ+?

  I have no additional concerns with students discussing LGBTQ+ family, friends, or community members; such conversations should be as accepted and respected as any others about family and relationships, reflecting the diversity and inclusivity of our community.

• Should curriculum be revised to include reference to LGBTQ+ individuals, including the fact or possibility that the individuals were LGBTQ+ identified. If yes, what (if any) is the minimum grade level at which these changes should be made? Please explain your answer.

  Yes, the curriculum should indeed incorporate LGBTQ+ literature, art, and media. Selections should be introduced at all grade levels, thoughtfully chosen to align with educational development and inclusivity, ensuring representation and fostering understanding from an early age.

• Should curriculum be revised to include reference to LGBTQ+ themed works of literature, art, and media, and if yes, what (if any) is the minimum grade level at which this should be done? Please explain your answer.

  Yes, the curriculum should indeed incorporate LGBTQ+ literature, art, and media. Selections should be introduced at all grade levels, thoughtfully chosen to align with educational development and inclusivity, ensuring representation and fostering understanding from an early age.

• Should HCPSS make sure schools continue to offer access to LGBTQ+ student clubs like GSAs to their students? At what levels (High? Middle? Elementary?) should this happen? Please explain your answer.

  Yes, HCPSS should ensure that LGBTQ+ student clubs, such as GSAs, are accessible. They play a crucial role in providing support and fostering inclusivity. These clubs should be available at least in high schools and middle schools, where students are often exploring their identities. Elementary schools should offer affinity groups to provide safe and affirming spaces for LGBTQ+ students.

• Do you support the continued funding of programs for LGBTQ+ students at HCPSS such as employing an LGBTQ initiatives specialist and rainbow representatives within the schools? Please explain your answer.

  Yes, I support the continued funding of LGBTQ+ programs in HCPSS, including employing specialists and Rainbow Representatives. These roles are vital for creating a safe, inclusive environment where LGBTQ+ students feel supported, understood, and valued, contributing to their overall well-being and success in the educational system. I would advocate for the inclusion of additional staff positions to support the programs through the operating budget.

• What changes would you like to see made to the way HCPSS handles identification, reporting, interventions, and prevention of bullying?

  To enhance the HCPSS bullying policy, I suggest implementing a more robust system for anonymous reporting to encourage students to come forward without fear of retaliation. Additionally, there should be a focus on real-time interventions and support for both victims and perpetrators to address the root causes of bullying. Training programs could be updated to include modern, relatable examples of bullying, including cyberbullying. It's also important to regularly review and update the policy to reflect the latest research and trends in bullying prevention and intervention. Children should feel confident that the school will take action if they report an incidence of bullying. Accordingly, the BOE and school leaders need to create and maintain a culture of accountability so that when anyone reports a bullying incident, it would be dealt with fairly and effectively.

• What measures should the school system take to prevent suicide among the student body?

  The school system should implement comprehensive mental health programs, including accessible counseling services, suicide prevention training for staff, and awareness initiatives. Expertise in these areas is crucial and requires adequate funding. Therefore, the Board of Education must advocate for the full funding of schools to ensure these essential services are not only available but also effective in supporting the mental well-being and safety of all students.

• HCPSS has a diverse student population with regard to race, ethnicity, country of origin, immigration status, socioeconomic status, disability, family structure, etc. What roles do you think these intersectional identities should play in the school system’s policies and practices in supporting LGBTQ+ students? *

  Intersectional identities should be central in shaping inclusive policies and practices, ensuring that LGBTQ+ students of diverse backgrounds feel fully supported. This approach acknowledges and addresses the unique challenges faced at the intersections of identity, promoting equity and respect for all students within the HCPSS.

• HCPSS has guidelines for gender inclusion (found in https://www.hcpss.org/f/supports/gender-inclusive-guidelines.pdf). Do you support these guidelines and would you vote in favor of a policy that codifies these guidelines? Please explain your answer.

  Yes, I support the HCPSS gender inclusion guidelines as outlined in their document. These guidelines are crucial for ensuring that all students, regardless of their gender identity, are respected, safe, and supported in their educational environment. I would vote in favor of a policy that codifies these guidelines to ensure they are permanently integrated into the school system's policies, promoting a consistently inclusive and affirming environment for all students. This codification would also provide a clear framework for addressing gender inclusion across all schools, ensuring that these important principles are upheld consistently and effectively.

• What are your views on training all staff on LGBTQ+ and other diversity related issues?

  I strongly support training all school staff on LGBTQ+ and other diversity-related issues. This training is essential for fostering an inclusive, respectful, and supportive educational environment. It equips staff with the knowledge and skills to understand and address the needs of all students, promoting a culture of acceptance and equality.

• How should the school system deal with requests for book removal? How do you prevent those requests from disproportionately affecting LGBTQ+ themed books?

  I oppose book removal from schools because it represents a form of censorship that stifles diversity of thought and education. Such actions hinder the broad educational mandate to expose students to a wide range of perspectives and ideas, including those represented in LGBTQ+ themed literature.