Frequently Asked Questions

2SLGBTQ+ refers to communities or identities that are not heterosexual and/or cisgender. It is an acronym that stands for the following: 

2S: Two-Spirit, a term used by the Indigenous people of Turtle Island to describe from a cultural perspective people who are gay, lesbian, bisexual, trans or intersex. It is used to capture a concept that exists in many different Indigenous cultures and languages. A more in-depth definition can be found on pages 31 of the Gender Identity and Expression Guide.

L: Lesbian, a sexual and/or romantic orientation identifying non-heterosexual attraction between women/non-men. 

G: Gay; a sexual and/or romantic orientation identifying non-heterosexual attraction between men/non-women. Also sometimes used as an umbrella term for 2SLGBTQ+ identities. 

B: Bisexual or Biromantic, identifying attraction to two or more genders

T: Transgender, an umbrella term that describes people with diverse gender identities and gender expressions that do not conform to stereotypical gender norms. “Trans” can mean transcending beyond, existing between, or crossing over the gender spectrum. A more in-depth definition can be found on pages 29-30 of the Gender Identity and Expression Guide.

Q: Queer, an umbrella term that includes all sexual orientations and gender identities within the 2SLGBTQ+ community, including those who don't identify with any other identity in the 2SLGBTQ+ acronym. The word ‘queer’ has historical context that is important to learn about before reclaiming and/or using the word with others. 

+: An acknowledgement that 2SLGBTQ+ is not an exhaustive list of the gender identities, gender expressions, sexual orientations, or romantic orientations that people identify with.

The Ontario Human Rights Commission states that “sexual orientation covers the range of human sexuality”, including but not limited to lesbian, gay, bisexual, and heterosexual. It refers to one’s physical, and/or emotional attraction to others.

The Ontario Human Rights Commission states that “gender identity is each person’s internal and individual experience of gender. It is their sense of being a woman, a man, both, neither, or anywhere along the gender spectrum”. A person’s gender identity may be the same as or different from their birth-assigned sex.

A person’s gender identity is fundamentally different from and not related to their sexual orientation. A trans person’s identity does not predict or reveal anything about their sexual orientation. They may identify as gay, lesbian, queer, straight, bisexual, or any other sexual orientation — just as people who are not trans.

It is a misconception and untruth that students are being encouraged to identify as 2SLGBTQ+. The Ministry of Education guides and directs how inclusive education is achieved in our schools. According to the guidelines, classrooms must ensure diverse perspectives and experiences in teaching practices, curriculum content, and curriculum assessment.

Learning experiences happen throughout the year through classroom lessons and learning discussion, guest speakers in the class or assemblies, productions and performances of arts, music, and drama, extra-curricular clubs and teams, and school wide events connected to the promotion of, and respect for, human rights.

Yes! All students have the right to be referred to by their chosen name at school. Students or their guardians can contact your child’s teacher directly to ask to be referred to by the name that they would like. 

To update a students’ name in their official record, the student or their guardian can contact the main office to have this updated at any time. This change will also be updated overnight on the students’ Google account, including their display name on emails, Google Classroom, and Google Meet. If a student would like a new email address issued with a different initial, the student or their guardian can contact their school administrator.

A students' legal name will still appear on all legal documents in the OSR (transcript, diploma, report card, etc), but their chosen/preferred name should and can be used in all other cases - with permission of the student - including diploma and report cards to go home. That said, legal guardians of a student have the right to access the student’s records, and staff should be prepared to inform the student of any risks regarding inadvertent disclosure.

For more information, please read page 24 of the Gender Identity and Gender Expression Guide, specifically the sections on “Names/Pronouns” and “School and Official Record”.

All students have the right to use the washrooms, and other facilities, that they feel most comfortable with. This includes ‘boys’, ‘girls’, and all-inclusive facilities.

All OCDSB schools have at least one all-inclusive washroom. Some schools also have all-gender or private change rooms as well, although many currently do not. Your school can provide more information about facilities available in the building.

All students have the right to use a washroom and change room that feels safe and comfortable for them. Schools are required to work with students and/or families to ensure that an option that works for them is available. The Gender Identity and Gender Expression Guide has more information about options for bathrooms, changerooms, and other facilities on page 25.

Many students do not feel comfortable in gender-segregated physical education classes. At this time all elementary physical education classes are all-gender and staff are instructed to avoid separating students by gender whenever possible. 

We are in the process of increasing the number of high schools which offer all-gender physical education classes. The Indigenous, Equity & Human Rights division's recommendation is for high schools to offer an option of girls’, boys’, and all-gender physical education classes whenever possible. Some schools currently offer all-gender physical education options in grade 9, while others offer all-gender fitness classes, outdoor education, or senior physical education classes. 

Students require at least one physical education credit to graduate but do not need to take physical education in grade 9, if an all-gender option is not available at your school. If your school does not offer all-gender physical education classes that you would like to take, we encourage you to reach out to your guidance counsellor or school administrator to suggest this change. The OCDSB Indigenous, Equity & Human Rights Program is also available to support schools to offer a wider range of all-gender physical education classes.

Unfortunately, at this time many schools only offer gender-segregated sports at school. Nonbinary students have the right to participate in sports; however, it’s important that they feel most comfortable, including playing on the team they prefer and using change rooms and other facilities that feel safe and comfortable to them. Schools are required to work with students and or families to develop a plan that feels comfortable for the student and affirms their rights to participate in school sports and have their gender identity and expression respected.

A set of OCDSB-specific criteria is being developed to ensure selection of inclusive books and resources. The goal is to promote an inclusive learning environment by selecting/developing learning resources to acknowledge the uniqueness of each student in accordance with The Ontario Human Rights Code.

Representation within the curriculum and classroom is a human right. Sexual orientation is specifically included in the Ontario health curriculum beginning in Grade 5.  All health classes in all grades should be taught in a manner that is inclusive of students of all identities, including using inclusive language and diverse examples. Learn more about Ontario’s Phys-Ed curriculum expectations.

Discussions around sexual activity in Grade 7. This is separate from gender identity and/or sexual orientation.

While gender identity is specifically stated as a learning goal in the Grade 8 curriculum (see here), the Ontario Elementary provincial curriculum emphasizes that all grade levels should reflect an inclusive education system where all students see themselves reflected in the curriculum. See page 75-76 of the Grade 1-8 of the Health & Physical Education curriculum.

As in all grade levels, students in Kindergarten should be supported to explore their gender identity and expression in any way they choose, including through clothing, toys, names, pronouns. Staff should affirm that all students have the right to express themselves in the way that makes them feel most comfortable and that people of any gender can like all colours, toys, clothes, etc. If you have questions or concerns about how your child is supported in Kindergarten, we encourage you to reach out to your child’s school and/or the Equity Program.

Many middle school-aged students identify as trans, gender diverse, or 2SLGBTQ+ or are exploring their gender identity, gender expression, and/or sexual orientation. All students should be supported to express themselves in the way that makes them feel most comfortable and staff should intervene against homophobia and transphobia in all forms.

Yes! While our student drop-in groups take place in English, all students are welcome to attend and all students have the same rights to be respected in their gender identity and expression. Information about gender-inclusive language in French is available here and here. Find information in French about support for trans and gender diverse children and youth here.

We absolutely agree. The Equity Program is working with schools to help staff and students understand and intervene against bullying and microaggressions against 2SLBTQ+ students; however, there is a lot more work to be done. If microaggressions are going unaddressed in your school, we recommend bringing this up with your school administrators. If this does not address the problem, you can also contact the Equity Program for additional support.

In our workshops and training, we are working closely with teachers and principals to help them more effectively prevent, interrupt, and address systemic oppression, however, there is a lot more work to be done. Some of our approaches include training for staff, workshops for students, ongoing discussion of 2SLGBTQ+ identities and respect for others at all ages, and consequences for students who engage in homophobic or transphobic behaviour.

Discrimination based on sexual orientation and/or gender identity and expression under Ontario’s Human Rights Code. Hence, staff are expected to follow the Anti-Hate Protocol when they encounter homophobia and transphobia in their schools. They have access to this protocol in their staff portal.

Additionally, the Equity Team is available for support to teachers and administrators  to help them more effectively prevent, interrupt, and address systemic oppression. This support can take the form of hosting a workshop to a school-wide PD.

The OCDSB has a Trans and Gender Diverse Student Support Coordinator whose job is to build capacity in staff through education and sharing resources. They also support educators who lead identity-specific spaces in schools to ensure inclusivity and respect in the broader school environment.

There is also a 2SLGBTQ+ identity-specific Guidance Counsellor who works directly with students, whose role is to support students in their safety and well-being, who can be contacted for consultation.

Students can also access the 2SLGBTQ+ identity-specific Guidance Counsellor and/or the Trans and Gender Student Support Coordinator without parental and/or guardian consent if they need support.

Every child is different and it is always best to follow your child’s lead. Some trans children may choose to change their name, use different pronouns, come out at school or to others in their lives, explore their clothing or expression, and/or using gender-affirming gearand/or seek out hormone blockers or other medical transition steps. It is always best to find out from your child what is important to them, and what steps, if any steps if any, they would like to take. Families in Transition: A Resource Guide for Families of Transgender Youth is a great resource with more information about supporting a young person in their transition. 

If your child or youth has questions or is interested in medically transitioning and/or gender affirming care, we recommend speaking to your doctor or health practitioner. The CHEO Gender Diversity Clinic also works with many trans, nonbinary, and gender diverse youth and families.

Research shows that certain things that families say or do related to a child’s sexual orientation or gender identity can impact their health and mental health as they grow up. Even if you feel uncomfortable with or don’t accept 2SLGBTQ+ identities due to your religion, or other reasons, you can say and do things to show your child that you love and support them. We encourage families to have discussions that emphasize understanding and acceptance, and to reach out to community resources for support in these conversations.

Research shows that the majority of children who identify as trans, nonbinary, or gender diverse will continue to identify that way as adults. Regardless of whether a child’s identity shifts over time, offering the freedom for them to explore their identity and feel supported and affirmed is best for young people and their relationships with their parents and caregivers. Families in Transition: A Resource Guide for Families of Transgender Youth is a great resource to check out.

For many trans and gender diverse people, having others refer to them with the correct pronouns, including when referring to them in the past, is very important. Many people feel that their gender identity has always been the same - others simply did not know.

It is common for many people, particularly early in their transition or soon after coming out, to need to distance themselves from an old name, pronouns, photos, and past identity. This may change over time, as others more consistently affirm their identity and they become more comfortable.

Supporting your child by using their current pronouns when referring to them in the past, if this is their request, and affirming them in their identity right now may help them to feel more supported and may strengthen your relationship.

Some Two Spirit, trans, and gender diverse youth seek out medical transition, while others do not; it is always important to follow your child’s lead. Many steps to affirming a young person’s identity are completely reversible, such as changing names, pronouns, and gender expression.

If your child or youth has questions or is interested in medically transitioning, we recommend speaking to your doctor or health practitioner. The CHEO Gender Diversity Clinic also works with many trans, nonbinary, and gender diverse youth and families. See also the Families in Transition: A Resource Guide for Families of Transgender Youth .

Coming out to family is a challenge for many families of Two Spirit, trans, and gender diverse children and youth.Read page 40 of the Families in Transition: A Resource Guide for Families of Transgender Youth, specifically the section on “Telling Other People”.

Kids of all ages can learn about and understand gender identity and respecting others. Here is one of many great lists of books to introduce concepts of gender identity and fluidity to kids. Many of these books are available through the Ottawa Public Library.

Supporting a child and following their lead is a great place to start! Hearing stories (books, etc) with representation of gender diversity, and meeting other gender diverse people can be a great way to help kids see themselves represented through role models. 

Here is one of many great lists of books to introduce concepts of gender identity and fluidity to kids. Many of these books are available through the Ottawa Public Library. See the resources section for information about resources for connecting with other families of gender diverse kids.

Affirming their identity, letting them lead, introducing them to role models, and exposing them to art, culture and stories where they can see their identities reflected are all great ways to start helping young children build their resilience. Being surrounded by a supportive community and feeling that every part of them is supported and loved helps children to know that they have a safe base to return to and seek support from you as they navigate challenges throughout their lives.