Connect with us

Local

D.C. state board calls for LGBTQ-inclusive teaching standards

Sweeping resolution proposing content in curricula approved unanimously

Published

on

Gay State Board of Education member Allister Chang.

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.

https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2019%20DC%20YRBS%20Report.pdf

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

Advertisement
FUND LGBTQ JOURNALISM
SIGN UP FOR E-BLAST

District of Columbia

Key lifestyle changes can help patients cope with diabetes

Small daily choices make a big difference in one’s health

Published

on

Dr. Marcy Oppenheimer (Courtesy photo)

One Tuesday evening after my family finished dinner, I noticed my grandmother sitting on the couch, sweating more than usual. The family room wasn’t hot, and she hadn’t eaten a lot of salty food that day, so seeing her like that made me worry. 

My grandmother, Shirley Mitchell, is a 72-year-old who lives with Type 2 diabetes, and moments like this, when her blood sugar gets dangerously low, can happen without warning. Watching her reach for her glucose tablets reminded me how serious her condition is.

Each day, millions of people living with diabetes face a choice that can either play a role in protecting their health or putting it at risk– namely, what they eat. Nationally, 12 percent of the population lives with diabetes, according to the Centers for Disease Control. In D.C., nine percent of residents are known to have diabetes, with likely many more undiagnosed, said Dr. Marcy Oppenheimer, a family medicine doctor who practices in Northeast D.C. 

“It’s super common, especially as you get older,” she said, estimating that 15 to 20 percent of her patients have diabetes, and another 20 percent have pre-diabetes, where blood sugar is higher than normal but not yet at the level to trigger a diabetes diagnosis. 

What is diabetes?

Diabetes is a long-term condition that affects how the body controls blood sugar. When blood sugar levels are not managed properly, they can rise too high and cause serious damage to the body. This happens when the body does not make enough insulin or cannot use insulin correctly, which means sugar stays in the blood instead of being moved into the body’s cells where it’s needed for energy. 

Having high levels of sugar in the blood over long periods of time causes damage to just about every body system, said Oppenheimer. “It can pretty much cause any part of your body to start failing over the long term, if you have high sugar for a long time.”

While food isn’t the only factor that affects diabetes — genetics play an even bigger role — certain foods can worsen diabetes by spiking the amount of sugar in the blood. 

What foods should you eat if you have diabetes? 

Healthy food choices play a major role in helping people with diabetes manage their condition. Foods such as vegetables, whole grains, lean proteins like fish and chicken, beans, nuts, and healthy fats digest slowly and provide steady energy. These foods help prevent sudden spikes in blood sugar, which are dangerous for people with diabetes. 

Many people with diabetes learn that planning meals, watching portion sizes, and choosing healthier options can make a big difference in how they feel each day.

“I had to slow down and pay attention to what I ate because everything affected my sugar levels,” says Mitchell.  

Even small choices, like drinking a lot of soda or eating too much white bread, can cause blood sugar levels to rise quickly, said Oppenheimer. 

Which foods can increase the risk or harm of diabetes?

Unhealthy food choices like these can seriously harm those with diabetes. Sugary foods such as candies, cake, cookies, and sweetened drinks cause blood sugar to spike quickly. Processed foods, white bread, and fast food are also harmful because they can be high in unhealthy saturated fats and refined carbohydrates. 

When these foods are eaten often, they can lead to weight gain and they make diabetes harder to control and increase the risk of long-term health problems, said Oppenheimer.

Over time, poor eating habits that lead to prolonged high blood sugar can lead to heart disease, nerve damage, kidney problems, and even vision loss.

“Basically, diabetes is an all-body condition or disease, and it just varies from person to person in how it affects you,” said Oppenheimer. “If you have uncontrolled diabetes, it definitely has a negative impact on both your daily life and your long-term health.”

Anyone with diabetes can develop serious complications like blindness — or diabetic retinopathy — and the risk factors are higher for Black, Latino and American Indian or Alaska Native groups, according to the CDC.

What you or a loved one can do to manage diabetes

Mitchell warns others not to ignore the impact of food on their health. “Don’t ignore your health,” she says. “Fix your problems early before they get worse.” 

Making lifestyle changes is key because, after all, diabetes changes your entire lifestyle, says Mitchell. “Walking throughout the day has helped me feel better.” 

Daniel Dow, a middle school coach at Friendship Blow Pierce Elementary & Middle School in Northeast D.C. who also has diabetes agreed with Mitchell. 

“Don’t wait to change your habits, start right away,” he says. “I learned that what I eat before practice affects my sugar for the whole day.” 

Mitchell’s and Dow’s experiences show that small daily choices can make a big difference in one’s health. By paying attention to what you eat and how your body responds, you can prevent problems before they get worse. Starting healthy habits early can help you stay strong, focused, and in control of your well-being.

(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.)

Continue Reading

District of Columbia

How Pepper the courthouse dog helps victims of abuse

Reshaping how the legal system balances compassion with procedure

Published

on

Abby Stavitsky and Pepper (Courtesy photo)

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.)

Continue Reading

Rehoboth Beach

Women’s FEST returns to Rehoboth Beach next week

Golf tournament, mini-concerts, meetups planned for silver anniversary festival

Published

on

(Washington Blade file photo by Daniel Truitt)

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.

Continue Reading

Popular