1. Do you support the HCPSS guidelines that transgender students will have access to restrooms, changing facilities, and sports in accordance with the student’s gender identity? Please explain your answer.

Yes. I support the HCPSS guidelines.

These policies are important to ensure that transgender students feel safe, respected, and able to participate fully in school. Supporting students in this way fosters their both mental and physical health, which is a part of my STEP UP platform.

2. Would you support a policy that codifies the guideline that requires HCPSS staff and non-official documents to use the name and pronouns that a student requests? Please explain your answer.

Yes. Research has shown that transgender and nonbinary people report greater well-being and lower rates of anxiety, psychological distress, and past-year suicide attempts when their pronouns and preferred name are respected. A student deserves for their preferred name and pronouns to be reflected in non-official documents, especially those that inform their public perception, such as rosters, yearbooks, and applications like Canvas and Google.

3. To what age groups (if any) is it appropriate for teachers and other staff members to disclose to students that they have LGBTQ+ family members or are in a same-sex relationship?

It is always appropriate for teachers and staff members to disclose that they have LGBTQ+ family members or a same-sex relationship, in the same context that a teacher or staff member might discuss their relationships with non-LGBTQ+ family members or members of the opposite-sex. The same expectations for age-appropriate communication should apply in all cases. The fact that someone is LGBTQ+ does not change what is considered appropriate to share.

4. What concerns, if any, do you have with students talking about themselves or family, friends, or community members related to being LGBTQ+?

It should always be up to the individual to determine how and when they express their LGBTQ+ identity. As such, a student should always have the autonomy to talk about their own identity. These conversations should affirm the existence of diverse identities and family structures. Sharing another person’s LGBTQ+ identity should only happen with their permission. Respecting privacy is important, as disclosure without consent can put individuals at risk of bullying or harassment.Strong anti-bullying policies are essential to ensure students can express themselves in a safe and supportive environment.

5. Should curriculum include reference to LGBTQ+ individuals, including the fact or possibility that the individuals were LGBTQ+ identified. If yes, what (if any) is the minimum grade level at which these references should be included? Please explain your answer.

Yes. Curriculum should include references to LGBTQ+ individuals, including acknowledging when historical or contemporary figures were LGBTQ+ or may have been.

This supports a more complete and accurate understanding of history and society, and research shows that inclusive curricula are associated with safer school environments and better outcomes for students.

There should not be a strict minimum grade level. Instead, content should be age-appropriate—beginning with simple, factual references in early grades and becoming more detailed and contextualized as students grow, consistent with how other aspects of identity are taught.

6. Should curriculum include reference to LGBTQ+ themed works of literature, art, and media, and if yes, what (if any) is the minimum grade level at which these references should be included? Please explain your answer.

Yes. Curriculum should include LGBTQ+ themed literature, art, and media as part of providing students with a broad and accurate understanding of society and culture.

Exposure to diverse perspectives helps students develop empathy, critical thinking, and cultural awareness, and supports a positive learning environment where all students feel respected.

There should not be a strict minimum grade level. Instead, materials should be age-appropriate, beginning with general themes of family, identity, and belonging in early grades, and becoming more complex and contextualized in middle and high school.

7. Should HCPSS ensure access to LGBTQ+ student clubs like GSAs for students? At what levels (High? Middle? Elementary?) should this happen? Please explain your answer.

Yes. Schools should ensure students have access to supportive, student-led clubs such as GSAs.

These spaces can improve school climate, student well-being, and a sense of belonging, while providing opportunities for peer support and leadership.

They are most relevant at the middle and high school levels, where students are more likely to seek structured peer groups. At the elementary level, where formal clubs are less common, schools should promote inclusive environments through age-appropriate activities that emphasize respect, belonging, and anti-bullying.

8. Do you support the continued funding of programs for LGBTQ+ students at HCPSS such as employing an LGBTQ+ initiatives specialist and rainbow representatives within the schools? Please explain your answer.

Yes. I support continued funding for programs that support LGBTQ+ students and their families, including roles that help coordinate resources and provide consistent support across schools.

Access to trusted adults—such as an LGBTQ+ initiatives specialist or rainbow representatives—builds trust and supports student well-being and a sense of belonging. We should ensure these efforts are well-coordinated and responsive to student needs so they continue to have meaningful impact.

9. What changes would you like to see made to the way HCPSS handles identification, reporting, interventions, and prevention of bullying and hate/bias incidents?

HCPSS has taken important steps, but there is more we can do to ensure bullying and hate/bias incidents are consistently identified, reported, and addressed.

Drawing on my experience serving on the Maryland Commission on Hate Crime Response and Prevention, I would focus on having clear reporting pathways, timely response, and coordinated follow-up. These approaches are important because they ensure students, families, and staff know how to report concerns and trust that they will be taken seriously, with consistent communication throughout the process.

We should also strengthen prevention by investing in school climate, social-emotional learning, and staff training to recognize and respond to incidents early. Finally, using data to identify patterns across schools can help target supports where they are most needed.

10. Would you support a policy that allows staff not to disclose information to parents that was shared with them in confidence about a student’s LGBTQ+ identity?

Yes. Every student is entitled to privacy related to their LGBTQ+ identity, and staff should respect that confidentiality, particularly when disclosure could affect a student’s safety or well-being. This helps ensure students can find a trusted adult to confide in without fear, which is important for their well-being.

At the same time, schools should encourage communication and partnership with families whenever it is safe and appropriate to do so. Family support is an important part of a student’s journey. Staff should have clear guidance and training to navigate these situations thoughtfully and consistently.

11. HCPSS has a diverse student population with regard to race, ethnicity, country of origin, immigration status, socioeconomic status, disability, family structure, etc. What roles, if any, do you think these intersectional identities should play in the school system’s policies and practices in supporting LGBTQ+ students?

HCPSS’s diversity means students bring a wide range of experiences and needs, and that should be reflected in how we support them.

Students who are both LGBTQ+ and part of other underserved groups may face compounded challenges - especially when they come from backgrounds where the LGBTQ+ community is stigmatized. Our policies and practices should reflect this by ensuring culturally and linguistically appropriate communication, coordination across student services, and staff training to understand and respond to different student needs. Using data to identify patterns and gaps can also help target supports more effectively.

12. HCPSS has guidelines for gender inclusion (found in https://www.hcpss.org/f/supports/gender-inclusive-guidelines.pdf). Do you support these guidelines and would you vote in favor of a policy that codifies these guidelines? Please explain your answer.

Yes. I support the HCPSS gender-inclusive guidelines and would support codifying them into policy.

These guidelines help ensure students feel safe, respected, and able to participate fully in school, while providing clear and consistent direction for staff. Codifying them would strengthen consistency and accountability across the system.

13. What are your views on training all staff on LGBTQ+ and other diversity related issues?

I support providing all staff with training on LGBTQ+ and other diversity-related topics as part of ensuring a safe, respectful, and inclusive learning environment for all students.

This training should be integrated into existing professional development to support implementation of policies, build trust between students and staff, and equip staff to prevent and respond to bullying, harassment, and discrimination. It should be effective and relevant, providing guidance on communication with students and families, prevention and intervention strategies, and inclusive classroom practices.

14. Do you agree with the current policies for book removal requests? Why or why not? How should HCPSS prevent those requests from disproportionately affecting LGBTQ+ themed books?

I support HCPSS’s structured process for reviewing book reconsideration requests, which ensures materials are evaluated through a consistent, transparent process guided by professional expertise and established educational criteria, and provides a clear process for community feedback and requests for reevaluation.

To ensure requests do not disproportionately affect LGBTQ+ themed books, HCPSS should apply review criteria consistently, monitor patterns in challenges, and continue to rely on research as well as trained educators and librarians. We need to maintain a balanced approach that supports intellectual freedom, educational value, and a diverse range of student experiences.