Justin Tran

We call young people who step outside gender lines “brave.” But if adults truly want to support them, we need to be willing to show some courage and embrace some discomfort, say Michele Yulo and Audrey Mason-Hyde.

“When we find out that someone is having a baby, what is the very first question we ask? ‘Boy or girl?’” says Michele Yulo in a talk given at TEDxUtica. Beginning with the blue or pink wallpaper and continuing to trucks or dolls, this distinction sets children on separate gender paths that can shape much of their lives.

But does it need to? Or, are there ways in which we can offer kids more freedom to discover who they are? Yulo and teenager Audrey Mason-Hyde offer their suggestions.

When Michele Yulo’s daughter Gabby first learned to walk and talk, she didn’t show any interest in so-called “girly” things. “In fact,” says Yulo, the Atlanta-based founder of kids’ clothing brand Princess Free Zone, “she didn’t want to be anything like me; she wanted to be more like my husband.”

Yulo made a conscious decision to support Gabby’s preferences, and, when possible, not restrict her from doing and wearing what she wanted. For Yulo, a turning point came when Gabby was seven.

“She already had short hair. One day she said to me, ‘Mom, if boys can have a buzz cut, why can’t girls?’” recalls Yulo. “And there was nothing I could say to that. She was absolutely right; it was her hair, it was her choice. I did say to her, ‘Gabby, if you buzz your hair, I just want you to know people might look at you funny.’” But Gabby told her mother she was fine with that, so they went out to get her a buzz cut.

The result was worth it, says Yulo. “Gabby could not have been happier, and I knew right at that moment that allowing her to walk out into the world how she wanted to walk out into the world was what mattered.”

“These stereotypes set in and attach themselves like a second skin that will follow a child all the way through adulthood.”

How can we translate this to the kids in our own lives? Adults need to learn to embrace them and their choices, according to Yulo. “Sometimes, kids who step outside gender lines are viewed as courageous, but I don’t believe that kids should have to be brave to be who they are. As parents, we have to be.”

This means standing up for them in public when they go against the stereotypes. For example, when Yulo and her family went to Disney World, a hotel employee asked Yulo: Was Gabby her little prince?

Yulo’s response: “No, and she’s not a princess either.’”

However, this doesn’t mean that children can’t enjoy the things they’re naturally drawn to. But we should think about when, where and how we may be directing them to fit the norms. Yulo recalls feeling her heart sink on seeing parents shoo their girls away from the boys’ clothing aisles where she and Gabby were browsing.

It’s easy to think, “What’s the big deal? Our kids have plenty of time to make their own choices when they’re grownups.” But childhood is when so many of our beliefs and self-conceptions are formed, work that it’s much harder to undo later. As Yulo says, “The reality is that these stereotypes set in and attach themselves like a second skin that will follow a child all the way through adulthood.”

Ultimately, this comes down to the aspirations that we hold for our children. Yulo asks, “We have the capability as parents to open up their worlds so that they truly have endless opportunities from which to choose. Isn’t that what we all want for our kids?”

And if we’re truly interested in expanding the possibilities for all children — not just the ones we know well — we need to look at how we handle our casual interactions. In a 2017 TEDxAdelaide talk, Audrey Mason-Hyde, then 12 years old, speaks openly about how strangers can unwittingly impose on one’s personal freedom. “In my experience, one of the first things people do is assume I’m a boy, or aren’t sure whether I’m a girl or a boy.”

Audrey’s distinctive style includes suits, bow ties, and flamingo socks. Exploring the world through fashion and clothing has been key to Audrey’s relationship with gender. “Until about the age of nine, when someone mistook me for a boy, I would reply comfortably that I’m a girl,” says Audrey. “But eventually, it stopped feeling right; instead of gaining confidence the more it happened, I lost it. ‘Girl’ didn’t feel right, but ‘boy’ didn’t feel correct either.”

“What my gender expression and identity is, is entirely about me and not about how other people perceive me.”

Now 14, Audrey identifies as non-binary, or just simply Audrey (and uses the pronouns they/their/them). But this comes with some unexpected complications in public spaces. “I remember one of my first days at school, and I was in the girls’ toilet when two girls I knew came near me and said, ‘Look, there’s a boy in here,’” Audrey recalls. “I looked over my shoulder, but there was no one there. So I asked them, ‘Where?’ I realized they meant me. I was really shocked, as I’d only been around people who knew and understood me. I felt upset and alienated.”

Similar incidents happened in restrooms outside school. Audrey says, “Often, I would get things like ‘Why are you in here?’ or ‘Wrong bathroom.’ This eventually led to me being hesitant and tentative about even going to the bathroom in public.”

These experiences made Audrey only more determined to be themselves. Audrey says, “I’ve realized that, for me, gender is a spectrum. What my gender expression and identity is, is entirely about me and not about how other people perceive me.”

For Audrey, having to think hard about which toilets to use and how people may respond is stressful and a bit dehumanizing. Audrey says, “Using the girls’ toilets, I never feel good, and I still have a tendency to go with someone else. Though I’m not labeled as a particular gender when I go to the disabled toilets, I don’t feel great still, because it just reminds me that there are mostly no toilets for people like me, who don’t identify within the gender binary, and that toilets are just another way we categorize people.”

So, what should we do when find ourselves in a bathroom with someone who has a gender identity that we can’t quite place? Audrey’s advice: Accept not knowing.

Audrey says, “Would it hurt you not to know someone’s gender? Despite how uncomfortable it might make you feel, you assuming my gender makes me feel uncomfortable every day. All I’m asking is for you to just sit with that little bit of uncomfortable to make someone else feel better.”

Watch Michele Yulo’s TEDxUtica talk:

Watch Audrey Mason-Hyde’s TEDxAdelaide talk:

ABOUT THE AUTHOR

Mary Halton is Assistant Ideas Editor at TED, and a science journalist based in the Pacific Northwest.

This post was originally published on TED Ideas. It’s part of the “How to Be a Better Human” series, each of which contains a piece of helpful advice from someone in the TED community; browse through all the posts here.

Armand Burger, Getty Images | iStock

All children deserve to learn in a safe, supportive educational environment. One education organization working toward this goal is GLSEN, which aims “to create safe and affirming schools for all, regardless of sexual orientation, gender identity, or gender expression.” Below, GLSEN ambassador and youth advocate Jeffrey Marsh offers 7 key pieces of advice for teachers in this excerpt from their excellent book, How To Be You:

I work with young people. They write to me all the time. They message me about their experiences. They communicate. They respect me. And there are a few magical things I’ve learned about how to treat them. If you really want to reach young people, if you want to know what helps them feel safe and cared for and ready to learn from you as an educator or school administrator or camp counselor, read on.

1. Really listen. Seems obvious, right? This is first because it is the most important. So many ills can be alleviated with concentrated respectful listening. You know deep down that you want to feel accepted and cared for and you want to feel like your opinions and experiences matter. The same is true for any student or young person you work with. Don’t dismiss. Don’t conflate. Don’t belittle and don’t rush any young person you’re talking to. Take the care you would give to a close friend and give that to a student. Sit for awhile. Pause before you respond. Really pay attention. Don’t cut them off. Listen. Also, don’t get all high and mighty. Assuming what someone means without actually asking for clarification is a big fat CDE: communication dead end. If you want a student to show up, then you need to do the work of showing them that it’s safe to do so. Along these lines, please ask follow-up questions. Don’t try to lead the conversation, but lean into it: “What do you mean?” Can you say more about that? Asking shows you care — it shows you’re listening.

2. Get to know the lingo. One of the best ways to show respect to someone from a different background or generation is to understand the terms they use — especially when it comes to how they define themselves. Some of my fans’ Twitter bios read like this: “I’m an a-romantic pansexual trans-fem DMAB.” I realized at a certain point that I needed a vocab lesson if I was going to be of any use at all! In my day (which wasn’t all that long ago) we didn’t use any of these terms. I needed to “meet them where they were” if I was going to connect with and help any young person. So I learned. I asked around. I found out what the terms were, what folks in school were using to define themselves and their experiences of the world. Knowing what the vocabulary was went a long way to helping me show that I meant business and was ready to accept and respect whoever I was talking to.

3. Lobby for safe spaces (or create them). Sometimes a teacher needs to be the one to advocate for the use of school space for clubs and gatherings that the school deems controversial or unimportant. Whether it’s an LGBT or religious or just a hobby club, young people need at least one safe space to make connections with peers and find out they are not alone or freakish or as weird as they may be thinking. A safe space of this kind has several hallmarks. It is clean and respectful. It is private. It is free from other activities and groups. It is free from haters and bullies, whether they are students or teachers who disagree with what the club is offering. If a school refuses to allow a safe space that you know your students need, look for ways to assist with the club outside your school.

4. Take a forthright unequivocal stand against bullying. In big ways and small ways, in your private life and in your public persona as an educator, you must take an anti-bullying stance. If any student senses an attitude of “Boys will be boys” or “Kids need to toughen up” or “It’s not that big of a deal,” you’ve already lost them. If you aren’t willing to take a strong no-tolerance policy against bullying in your own school or classroom, you will never reach your students effectively. I’d recommend zero tolerance. If you witness bullying or you find out it’s going on, you must show all the kids involved that bullying behavior has real (negative) consequences. Many schools have a structure in place for this kind of disciplinary action and my advice is to use that structure without hesitation. If you want to reach young people, you must be willing to respect them by keeping them physically and psychologically safe while they learn. Work to make your school’s anti-bullying policy comprehensive. An appropriate policy should cover gender, race, sexual orientation, gender identity, and all the reasons that kids are bullied.

5. Get help if you need it. Don’t believe the lie that you need to do it all yourself. You are not alone. There are a ton of organizations (GLSEN, for example) that love to help make schools safe for everyone. So Google for help. Reach out. Don’t get caught up in thinking that communicating with and helping students is all up to you.

6. Honor their experience. Just because you’re older and probably wiser doesn’t mean you’re right. If you disagree with a student, try interacting with them as you would with an adult. For whatever reason, many teachers just tend to assume that a student’s views and experiences are a little less valid than an adult’s. Why do we do this? It seems basically arbitrary in most respects. Sure, a young person is less like likely to have the depth and breadth of experiences that an adult has had, but that may not always be true. And if it is true, does it automatically mean that their opinions and experiences are somehow less valuable? Well…no.

7. Give yourself some credit. If only for just a moment, don’t judge your performance as a teacher; don’t get down about how you’re not doing this “right.” See yourself from the outside. Take note of how hard you’re trying. Notice how hard the profession of teaching can be. And notice how deeply impactful you are every day. We all remember the teacher who inspired us, who was nice to us when we needed it, or who we felt really got us. You’re changing lives, and it’s totally okay to acknowledge your good hard work enthusiastically and often.

Author bio: Jeffrey Marsh is a youth advocate and the author of How To Be You.

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