LGBT youth experience discrimination, indifference and social ostracism at alarming rates. As a national survey by the Human Rights Campaign (HRC) shows, LGBT youth (defined as 13- to 17-year-olds) often feel profoundly alienated and disconnected from their communities, including their schools. “A Letter to My Teenage Self” by transgender advocate and educator Jey Ehrenhalt, brings these issues to the forefront and urges readers to reflect on the lack of LGBT inclusivity in many schools. But as Ehrenhalt conveys, reflection and acknowledgement of this problem is not enough. Ehrenhalt implores school communities to take immediate steps to become safer and more respectful and inclusive places for transgender students.

Essential Questions

1. How can school communities effectively and equitably support transgender students?
2. How does Ehrenhalt use figurative language to convey their experiences as a transgender teen?
3. Why does Ehrenhalt choose to write about the effects of microaggressions?
4. How can meditation benefit individuals who experience childhood trauma?

Procedure

 Before Reading

1. Tell students that, as a class, you are going to read a letter by Jey Ehrenhalt, who is a transgender advocate and educator. It’s crucial to remind students that the term transgender refers to people whose gender identity and/or gender expression differs from what was assigned—based on their sex—to them at birth. Being transgender should not be mistaken for a sexual orientation. (To further emphasize this point, download and discuss this poster with students.) Also explain to students about the importance of using a transgender person’s chosen name and preferred pronoun. Ehrenhalt’s preferred pronoun is their.
2. Distribute copies of "A Letter to My Teenage Self" and read it aloud as students follow along. (Note: The discussion questions listed below are organized according to three sections of the letter, so you may want to mark up these sections on the letter before distributing copies to students.) Ask students to save their comments until the second reading, but encourage them to mark places in the text they have questions about or strong reactions to.

During Reading—Discussion Questions

Section 1

From the beginning of the letter to “Your confidence learned to tremble, shaking your basic sense of safety in the world.”

• What emotions does Ehrenhalt express in the first section of the letter?

• What experiences does Ehrenhalt having at school?

• Ehrenhalt writes, “With no glaring injustices, or substantial abuse, this is a confusing kind of pain. … You bear no battle scars as visible proof.” What point do you think Ehrenhalt is trying to convey in this statement? Explain.

Section 2

From the end of Section 1 through “But the cumulative effect of attending school in this environment is humiliating and all too real.”

• What three microaggressions does Ehrenhalt list?

• What is a microaggression and how does it differ from a more explicit hostile act? (You may need to provide a working definition of microaggression for students. A microaggression is a subtle visual, verbal or nonverbal insult, whether intentional and unintentional, directed toward people of marginalized groups.)

• Ehrenhalt writes, "These jarring moments are easy enough to shrug off in the moment, to bury somewhere deep down. But the cumulative effect of attending school in this environment is humiliating and all too real.” How does this statement show that each and every microaggression is hurtful and detrimental?  

Section 3

From the end of Section 2 to the end of the letter. 

• What suggestions does Ehrenhalt offer on how schools can be more welcoming and inclusive places for transgender students?

• What additional ideas and suggestions do you have about how schools can be more welcoming and inclusive places for all students? Explain.

After Reading

1. Divide students into small groups. Have each student visit one of the following websites or read a resource from the list below and then share a statistic, story or insight on transgender youth with their group members. (If the online component of this activity is not an option your classroom, you can compile a list of statistics and anecdotes to share with students.)

Gay, Lesbian & Straight Education Network

GLSEN is dedicated to making sure all students are “valued and treated with respect, regardless of their sexual orientation, gender identity or gender expression.”

Human Rights Campaign

The largest civil rights organization dedicated to achieving equality for LGBT people in the United States.

It Gets Better Project

This project seeks to communicate hope to LGBT youth and remind them that they are not alone.

StoryCorps OutLoud

A StoryCorps initiative dedicated to recording the voices and experiences of the LGBT community across the United States.

The Problem With Pronouns

A Teaching Tolerance blog in which a teacher describes learning to ask students what pronoun they prefer.

Sex? Sexual Orientation? Gender Identity? Gender Expression?

A feature story that defines and describes the difference between binary and spectrum models of sex, sexual orientation, gender identity and gender expression.

1. Reconvene the class and ask groups to share information and anecdotes that stuck out to them. Record students’ answers on the board and then revisit the question: What additional ideas and suggestions do you have about how schools can be more welcoming and inclusive places for all students? Explain. If students don’t bring it up, be sure to mention asking about and using preferred pronouns. Discuss why Ehrenhalt may have chosen to use “they” pronouns instead of “he.”

Extension Activity: Guided Meditation

Ehrenhalt turned to mindfulness and meditation as an adult—and with practice, meditation can help people manage negative memories and feelings. Below you will find a guided meditation that you can walk your students through. If your students are unfamiliar with or new to meditation, then you can read them the sidebar about meditation in “A Letter to My Teenage Self” first.

1. Begin by sitting up straight and taking three deep breaths, closing your eyes if you’d like. Feel your body melting gently down into the earth. Notice the bottoms of your feet touching the floor. What do they feel like? Are they warm or cold, soft or tight? Note the answer silently to yourself. Now move up your body gradually. What do your ankles feel like? How about your knees? Do they feel like a particular color, emotion or a shape? What do your hips feel like?  How about your belly? Your chest? Continue scanning your whole body until you reach the top of your head. [Pause for 2 minutes.]
    
2. Acting as your own personal detective, observe what happens as you breathe.  Stay with the feelings in your body—you might notice that some parts feel tight or different in some way. Send your breath to these spots, watching them fill up with air. Soften your shoulders and around your eyes. [Pause for 1 minute.]
    
3. As your body settles, see if you can stay still except for your breath. When our bodies are still, we can become aware. Can you raise your chest up to the ceiling, while letting your belly grow soft? [Pause for 2 minutes.]
    
4. Here, in this quiet place, we can let go of extra words and extra thoughts. Our breathing does not have to feel any particular way. Your belly can stay loose, moving back and forth easily. As you breathe more deeply, you may notice that your belly expands first, then the sides of body, and then your chest. You do not need to control your breath; it will flow and change shape on its own. [Pause for 1 minute.]
    
5. What’s happening now? Let yourself focus on whatever comes. What do you hear? What do you see? What does it feel like, inside and outside of your body? Does it feel hard or soft, open or closed, warm or cool? You can have your eyes open or closed. There is no need to block out any thoughts or feelings, just stay close and listen, and let everything come. [Pause for 2 minutes]
    
6. No matter what comes up, see if you can hover there, just noticing. If thoughts are here, let them come, and greet them openly like a good friend. You may notice that they stay for a while, and then leave when they are ready. [Pause for 2 minutes.]
    
7. As sights, sounds and feelings all arise, keep your awareness steady. We are just being with what comes, focusing from moment to moment without letting ourselves space out. Rest in the open stillness, among the many visitors to our minds and our five senses. Treat them like welcome guests. [Pause for 2 minutes.]
    
8. Keep your mind on your breath, letting your body melt a little closer to the floor with every out breath or exhale. Finally, let go of everything that just happened, and rest in this open, wakeful space. [Pause for 2 minutes.]