Local
D.C. state board calls for LGBTQ-inclusive teaching standards
Sweeping resolution proposing content in curricula approved unanimously
The D.C. State Board of Education voted unanimously on Oct. 20 to approve a resolution calling for LGBTQ+ Inclusive Education Standards for the city’s public schools that “reflect on the political, economic, social, cultural, and scientific contributions and experiences of lesbian, gay, bisexual, and transgender people.”
The two-page resolution, which was introduced by gay State Board of Education member Allister Chang, who represents Ward 2, cites national research showing that students who have access to LGBTQ+ curricula in their schools “are more likely to report lower frequency of bullying, lower levels of depression, more accepting peers, and greater feelings of safety in school.”
The resolution states that research also shows that multicultural education, including the teaching of LGBTQ topics, “helps prevent the formation of bias and prejudice and creates more democratic communities.”
LGBTQ rights advocates have long considered the local D.C. government through its mayor and City Council to be highly supportive of the LGBTQ community. But Chang and other supporters of the resolution approved by the board Wednesday night say their research shows that D.C. public schools, while supportive of LGBTQ students, are far behind the school systems in several other states in the inclusion of LGBTQ topics in school curricula.
As an example, supporters of the resolution point out that curriculum standards for social studies classes in the D.C. school system include only one mention of LGBTQ people in a teaching section related to victims of the Holocaust.
Unlike most other cities and states, under current D.C. law, the school system is controlled by the mayor through the D.C. Department of Education, which is headed by a Deputy Mayor for Education and who, in turn and in consultation with the mayor, appoints a State Superintendent of Education who oversees the day-to-day operations of the schools.
Under a change in the education statute approved by the D.C. Council and signed by then-Mayor Adrian Fenty in 2007, the school board, which was renamed the State Board of Education, became a mostly advisory body on education matters with some statutory authority to approve education standards on which school curricula are based.
Thus, the resolution approved by the board on Wednesday “advises” and “recommends” that the State Superintendent of Education develop school curricula, guidance for teachers, and school-based leaders and staff “in providing LGBTQ+ inclusive lessons and practices in their classrooms.”
The resolution concludes by recommending that the State Superintendent of Education conduct a survey of students within two years after the Oct. 20 adoption of the resolution “to establish baseline data and to gain an understanding of the current experiences of LGBTQ+ students across the district and what all students know and understand about the contributions and experiences of LGBTQ+ people in the relevant subject areas.”
Chang and other members of the State Board of Education noted at the Oct. 20 meeting, which was virtual, that Will Beckerman, who graduated this year from D.C.’s School Without Walls High School, played an important role in conducting the research used to prepare the LGBTQ standards resolution and helped in the drafting of the resolution.
Chang noted that much of the background information used to draft the resolution came from Beckerman’s senior year school research paper and advocacy project that focuses on the topic of LGBTQ-inclusive education.
In comments supporting the resolution, Chang also spoke about how the very limited LGBTQ content he encountered during his high school days helped him accept himself as a gay youth.
“As a student myself, I don’t remember a single mention of any LGBTQ people in any of my classwork until I read Thomas Mann in my senior year in high school,” Chang said. “And in Death in Venice, this Nobel Prize winner touches upon his struggles with homosexuality but never actually names it explicitly,” Chang told fellow board members.
“And I remember holding on to this novella despite the self-hatred that’s woven throughout this story because it was the first time that I saw this aspect of my identity reflected in my class work,” he said. “My hope – and I think this hope comes true with this resolution tonight – is that future generations of LGBTQ students have more opportunities to see themselves reflected in their class work and to feel less isolated by their class work than I did growing up.”
It couldn’t immediately be determined whether D.C. Mayor Muriel Bowser will endorse the school system changes proposed by the resolution approved by the State Board of Education.
The full text of the resolution follows:
State Board of Education Resolution
On LGBTQ+ Inclusive Education Standards
SR21-7
WHEREAS, the 2019 District of Columbia Youth Risk Behavior Survey found that lesbian, gay, and bisexual students make up 15.9 percent of high school students in the District and transgender students make up1.9 percent of District high school students;
WHEREAS, in the District, these students, in comparison to their heterosexual peers, experience double the rate of bullying on school property, report higher rates of being removed from class for disciplinary reasons, and are more than twice as likely to experience suicidal ideation;
WHEREAS, national data shows that lesbian, gay, and bisexual students are significantly more likely to receive grades of D or F than their heterosexual peers and were more likely to be truant;
WHEREAS, consistent research suggests that students with LGBTQ+ inclusive curricula in their schools are more likely to report lower frequency of bullying, lower levels of depression, more accepting peers, and greater feelings of safety in school—and this safety leads students to report higher attendance, higher GPAs, a greater sense of belonging in the school community, and higher educational aspirations;
WHEREAS, research shows that multicultural education helps prevent the formation of bias and prejudice and creates more democratic communities ;
WHEREAS, the State Board of Education recognizes the need to have revised social studies standards that create “windows and mirrors” so students see themselves and people like them reflected in the content of standards and curriculum, as well as having the opportunity to learn about diverse people, cultures, places, and experiences unlike themselves—explicitly noting that the current standards emphasize the lives of presidents and other figures who held/hold power and under-represent or lack representation of people and groups like those identifying as LGBTQ+, and their respective histories;
WHEREAS, in the State Board of Education’s review and revision of the social studies standards, the State Board called upon the Office of the State Superintendent of Education (OSSE) to “seek standards writers who reflect the demographics and experiences of District students and of the communities they are writing about” sharing a list of examples that included writers identifying as LGBTQ+;
WHEREAS, the State Board of Education is committed to ensuring students acquire the knowledge and skills necessary to be engaged global citizens in a diverse democratic society; and,
WHEREAS, the State Board of Education has a commitment to promote equity, introduce policies to reduce disparities between students, and create safe school environments for all students.
NOW, THEREFORE, BE IT RESOLVED THAT, upon the next revision of any District of Columbia state education standards, the State Board of Education should adapt standards, when appropriate, that reflect on the political, economic, social, cultural, and scientific contributions and experiences of lesbian, gay, bisexual, and transgender people;
BE IT FURTHER RESOLVED THAT, the State Board of Education advises the Office of the State Superintendent of Education (OSSE) to provide guidance to teachers and school-based leaders and staff on creating inclusive lessons in science and English language arts (ELA) classes that align with Next Generation Science Standards (NGSS) and Common Core ELA standards, respectively;
BE IT FURTHER RESOLVED THAT, the State Board of Education recommends that the Office of the State Superintendent of Education (OSSE) implement professional development for teachers and school-based leaders and staff to aid them in providing LGBTQ+ inclusive lessons and practices in their classrooms, such that that the professional development includes: workshops for local education agencies (LEAs) and teachers to draft curriculum related to LGBTQ+ topics in their subject areas, lessons on use of inclusive language in the classroom, lessons on ensuring LGBTQ+ students’ safety and confidentiality while maintaining respect for their name and pronouns, and mandatory diversity training related to the LGBTQ+ community; and,
BE IT FINALLY RESOLVED THAT, the State Board of Education recommends that the Office of the State Superintendent of Education (OSSE) survey students within two (2) years of adoption of this resolution to establish baseline date and to gain an understanding of the current experiences of LGBTQ+ students across the district and what all students know and understand about the contributions and experiences of LGBTQ+ people in the relevant subject areas.
Brikett, Michelle et al. “Sexual-orientation disparities in school: the meditational role of indicators of victimization in achievement and truancy because of feeling unsafe.” American Journal of Public Health vol. 104, 6 (2014): 1124-8. doi: 10.2105/AJHP.2013.301785
Kosciw, Joseph G., et al. “The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools.” GLSEN, GLSEN, 2020, glsen.org.
Camicia, Steven P. Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. Routledge Focus, 2016.
Camicia, Steven P. “Prejudice Reduction through Multicultural Education: Connecting Multiple Literatures.” Social Studies Research and Practice, vol. 2, no. 2, 2007, pp. 219–227.
socstrpr.org/files/Vol%25202/Issue%25202%2520-%2520Summer%25202007/Action%2520Research/2.2.6.pdf
District of Columbia
How Pepper the courthouse dog helps victims of abuse
Reshaping how the legal system balances compassion with procedure
Deborah Kelly’s blind husband, Alton, was dragged for blocks to his death by a hit-and-run driver who had already plowed into her on Alabama Ave., S.E., in June 2024.
But her trauma had only just begun. It took 10 months before the driver, Kenneth Trice, Jr., was arrested, and another six months before he was sentenced to just six months behind bars.
As she heaved and sobbed in the courtroom in November, Kelly had a steady four-legged presence by her side: Pepper the Courthouse Dog, as the black Labrador retriever is known in D.C. Superior Court.
Abby Stavitsky, a former federal prosecutor who now serves as a victims’ advocate, is the owner and handler of nine-year-old Pepper. She says that one of the things that has made Pepper such a great asset in the court in the past six years is the emotional support and comfort she provides to victims.
“She absorbs all of the feelings and the emotions around her, but she’s very good at handling it,” Stavitsky said.
Pepper and Stavitsky started working in Magistrate Judge Mary Grace Rook’s courtroom — and now works in Magistrate Judge Janet Albert’s — to provide support for youth who suffer trauma, especially young survivors of commercial sexual exploitation.
These specially trained dogs offer emotional support to trauma victims of all ages. Courthouse dogs can reduce victims’ and witnesses’ anxiety and stress, making it easier for them to provide clear statements in the courtroom, according to a 2019 report in the Criminal Justice Review.
“Having something to pet and interact with is a distraction that results in victims being calmer when testifying in court,” says Stavitsky. “This gives them an extra level of comfort.”
What brought Stavitsky and Pepper together
Stavitsky, who spent 25 years as an assistant U.S attorney, handled a lot of victim-based crimes, mostly domestic violence and sex offenses. She was also a dog lover, and once she learned about courthouse dogs and their use, she was inspired.
In 2019, Pepper was given to Stavitsky by a Massachusetts-based organization, NEADS, formerly known as the National Education for Assistance Dog Services. Although Pepper was originally trained to be a service dog, evaluators determined her character was best suited for a courthouse dog.
Pepper now works regularly in various treatment court cases involving juveniles, many of whom have experienced trauma or are involved in the child welfare system. She also sits with victims while they are testifying in a trial.
“She loves people, especially children,” Stavitsky said. “She loves that interaction.”
Courthouse dogs have a long history
In courthouses across the U.S. specially trained “facility dogs” are becoming an important part of how the justice system supports vulnerable victims and witnesses.
Since the late 1980s, these dogs were used to help trauma survivors and anxious children during testimonies and interviews. The first dog to make an appearance in a courtroom was Sheba, a German shepherd who assisted child sexual abuse victims in the Queens (N.Y.) District Attorney’s Office. Courthouse dogs help them communicate more clearly, especially in these settings that make them anxious and stressed.
Unlike service dogs, courthouse facility dogs are professionally trained through accredited assistance dog organizations and work daily alongside prosecutors, victim advocates, and forensic interviewers. For example, courthouse dogs can have more social interaction, unlike service dogs.
Courthouse dogs’ growing use has prompted state laws and professional guidelines to recognize the dogs as a trauma-informed tool that helps victims participate in the justice process without compromising courtroom fairness.
As more jurisdictions adopt these programs, courthouse dogs are reshaping how the legal system balances compassion with procedure, ensuring that victims’ voices can be heard in environments that might otherwise silence them.
Pepper makes it easy to see why.
“I really love people, especially kids, and can provide emotional support and comfort during all stages of the court process,” reads the business card Stavitsky hands out with Pepper’s picture. “I’m calm, quiet and can stay in place for several hours.”
(This article was written by a student in the journalism program at Bard High School Early College DC. This work is part of a partnership between the Washington Blade Foundation and Youthcast Media Group, funded through the FY26 Community Development Grant from the Office of D.C. Mayor Muriel Bowser.)
Rehoboth Beach
Women’s FEST returns to Rehoboth Beach next week
Golf tournament, mini-concerts, meetups planned for silver anniversary festival
Women’s+ FEST 2026 will begin on Thursday, April 9 at CAMP Rehoboth Community Center.
The festival will celebrate a remarkable milestone in 2026: its silver anniversary. For 25 years, Women’s+ FEST has brought fun and entertainment for all those on the spectrum of the feminine spirit. There will be a variety of events including a golf tournament, mini-concerts and happy hour meetups.
For more information, visit Camp Rehoboth’s website.
District of Columbia
How new barriers to health care coverage are hitting D.C.
Federally qualified health centers bracing for influx of newly uninsured patients
Washington, D.C. has the second-lowest rate of people who lack health insurance in the country, but many residents are facing new barriers to health care due to provisions of the sweeping federal law passed in July, which threatens access for thousands.
Changes to insurance eligibility and the rising cost of premiums, which kicked in for some in October and others more recently, are expected to leave many more patients uninsured or unable to afford medical care. Federally qualified health centers, including D.C.’s Whitman-Walker Health, where 10 to 12 percent of patients are uninsured, are bracing for an influx of newly uninsured patients while facing their own financial challenges.
Even in D.C., where uninsured rates have been among the lowest in the country, changes brought on by the passage of the Republican mega bill (known as the “Big Beautiful Bill”) will have major effects.
The changes from the bill affect Medicaid, which is free to low-income patients, and subsidies for insurance that people buy on the health insurance exchanges that were started under the Affordable Care Act, which were allowed to expire on Dec. 31.
Erin Loubier, vice president for access and strategic initiatives at Whitman-Walker Health, says some Whitman-Walker Health patients have received notices about premium increases, including several who say the increases are up to 1,000 percent more than they were paying.
“That is like paying rent,” she says. “We live in an expensive city, so any increases are going to be really, really hard on people.”
Whitman-Walker Health and other healthcare providers are expecting the changes to have multiple effects — some patients may not be able to afford coverage or may avoid going to the doctor and allow health conditions to worsen because they can’t afford care, and many more will be seeking care who don’t have insurance.
“I’m worried that we’re going to not just have people who can’t get care, but that they delay care until they’re really sick, and then the care is not as effective because they might have waited too long, and then we may have a less healthy population,” Loubier says.
Loubier says delaying care, and serving more people without insurance has major implications for Whitman-Walker Health and other health centers serving the community.
“There’s going to be a lot of pressure on us to try to find and raise more money, and that’s going to be harder, because I think all organizations who provide health care are going to be facing this,” she says.
The U.S. health care system is the most expensive in the world, and has much higher out-of-pocket costs for individuals. But in other countries like the United Kingdom, Australia, Canada, and many others, health care is much less expensive — or even free.
Even though the U.S. has a high-priced healthcare system, critics say there are still ways to bring down costs by forcing insurance and pharmaceutical companies to absorb more of the costs, rather than transferring the costs to patients.
“In the U.S., they end up trying to cut costs at the person’s level, not at the level of the different corporations or structures that are making a lot of money in healthcare,” said Loubier. “Our system is so complicated and there is probably waste in it, but I don’t think that that cost and waste is at the ‘people’ level. I think it’s higher up at the system level, but that is much, much harder to get people to try to make cuts at that end.”
Ultimately at Whitman-Walker Health, healthcare providers and insurance navigators are planning to help with everyday necessities when it comes to healthcare coverage and striving to provide healthcare in partnership with patients, said Loubier.
“The key here is we’re going to have a lot of people who may lose insurance, and they’re going to rely on places like Whitman-Walker Health and other community health centers, so we have to figure out how we keep providing that care,” she said.
(This article was written by a student in the journalism program at Bard High School Early College DC. This work is part of a partnership between the Washington Blade Foundation and Youthcast Media Group, funded through the FY26 Community Development Grant from the Office of D.C. Mayor Muriel Bowser.)
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