Supporting LGBTQIA+ Members of the
West Lafayette Community School Corporation (WLCSC)

1. Many local families have had hard conversations about leaving Indiana if Indiana starts separating LGBTQIA+ families, as other states have now done.

Do you support same-sex marriage, same-gender marriage, and the rights of individuals in LGBTQIA+ relationships to adopt children?

Amy Austin: [No response]

Beau Scott: Absolutely. Everyone deserves the right to marry the person they love and to build a family. LGBTQIA+ relationships are just as valid as any other, and those in such relationships deserve the same opportunities to experience the joy of marriage and parenthood. Treating people with respect and kindness, and ensuring everyone has equal rights, is fundamental to a just society. Policies that discriminate against LGBTQIA+ families are harmful and unjust. Everyone should be able to live their lives free from fear and prejudice.

David Purpura: Yes.

George Lyle: Of course. Studies about lifetime achievement outcomes have shown that one of the most important factors in a child's life is having two supportive parents, no matter their gender or sexual orientation.

Maria Koliantz: Yes.  We live in a free country and our laws and policies should be inclusive to people of all walks of life and identities. 

Yue Yin: Yes, I support same-sex marriage, same-gender marriage, and the rights of individuals in LGBTQIA+ relationships to adopt children. I believe that everyone should have the freedom to pursue family unity, and that freedom should be respected. I have many friends and colleagues who are gay or lesbian, and I have seen them build happy and fulfilling lives with their partners. The first wedding I attended in the U.S. was that of a gay friend at Stanford University. The couple later had a son and are living happily together. One of my favorite professors at Stanford has also been married to his husband for many years and my professor is one of the most knowledgable, intelligent, and kind professors I have ever known. At UIC where I work, four of my colleagues, who I know well, are gay or lesbian, and they are all happily married. I am happy to support their rights and share their happiness. 

2. Indiana passed a law that forced trans and non-binary students to use bathrooms according to their gender assigned at birth.

While staff in the schools tried to offer alternative accommodations, some felt the bathrooms were too far away to be accessible, and some relayed that these bathrooms were being utilized by other students for sexual activities. As a result, trans and non-binary children felt so defeated they stopped eating and drinking at school to avoid using the bathroom, even after the law was blocked. What policies can the school board set to prevent such suffering in the future?

Amy Austin: [No response]

Beau Scott: I think the answer to this question goes beyond just policies that could be developed by the school board. I do not want to see any individuals struggle through something like this. I would reach out to form a collaboration between our district and LGBTQIA+ advocacy groups such as the LGBT Project of Indiana, or GenderNexus to seek out a solution that would best meet the needs of our students. 

Even though I am an education professional, it would be incredibly errant on my part, to consider myself an expert in every aspect of education impacting the life of a child. Therefore, I believe it imperative to actively seek out the support and guidance from experts in domains such as these. Though solutions proposed by me as an individual board member would be well intended, advocacy groups such as the ones referenced above MUST be part of the conversation in order to truly address the needs of all parties involved in a way that is going to create a safer environment for all our students.

David Purpura: I don’t believe this is just about policies–it’s more about setting a pathway for inclusive and safe schools for our students. We need to work together to identify ways to make our school buildings and school community into spaces that work. Whether this is better designing our restrooms (as has been done to some degree at WLES and other community spaces in West Lafayette such as the Wellness Center and City Hall) that are inclusive for all students, or ensuring that our strategic planning efforts (and follow through) directly address these challenges. 

George Lyle: I believe this has less to do with policy and more to do with facilities. There simply need to be more and better single-occupancy bathrooms. Such facilities solve several problems at once, and can even be more efficient. With single-occupancy bathrooms, there are still multiple bathrooms available for all users even if one of them has to be closed for maintenance or cleaning.

Maria Koliantz: To my knowledge, only a few policies are relevant here (non-discrimination & anti-harassment and Title IX) and allow for inclusive bathroom access, so it seems that the issue is more one of logistics and facilities.  But it is the role of the board to listen and adjust policies as needed.  For example, while in Detroit, I was part of an educational advocacy group that recognized where an existing policy fell short and was non-inclusive of the varied types of identifications our immigrant families had.  This resulted in some families being denied access to attending activities during the school-day due to lack of an approved ID, yet they did possess a valid ID and they were able to pass the appropriate background check.  We advocated and the policy was ultimately changed to be more inclusive.  

As far as other ways the board can be supportive of this issue, the board can ensure that any construction project is mindful of the n"

Yue Yin: It is important that ALL students in our schools feel safe, included, welcomed, and well-supported. I am deeply sorry to hear about the inconvenience and suffering that transgender students have experienced.

Inclusive Bathrooms: Inclusive bathrooms should be built in convenient locations, ensuring that students can access them as easily as any other bathroom in the school. 

Welcoming and Safe Spaces: These inclusive bathrooms should be kept clean, well-maintained, providing a welcoming environment for the students who need them.

No Inappropriate Activities in School: Clear policies should be created to prevent inappropriate activities, such as sex, drug taking, and vaping, in any school spaces, including bathrooms. 

Advocacy to the State Legislature: While schools must follow the law, it’s important for the district to advocate for legislative changes when existing laws do not fully consider the diverse needs of students. The school district can petition for adjustments that better support students' well-being.

3. What other efforts do you make to ensure LGBTQIA+ individuals feel safe in all the spaces you occupy?

Amy Austin: [No response]

Beau Scott: Last week, I attended an LGBTQIA+ Youth Mental Health & Empowerment Summit at First United Methodist Church, organized in conjunction with Mental Health America. One key takeaway from the event that resonated deeply with me is the importance of being present and authentic. In my interactions, I strive to make LGBTQIA+ individuals feel safe by ensuring they have my full attention and genuine self. I approach these conversations with the same sincerity I offered my students, as people can easily sense authenticity, or lack thereof. 

Being open, expressing care for the individual, and ensuring they know you are someone they can turn to for support is imperative, whether one can truly understand the struggles the other individual is going through or not. Sometimes the first step in helping someone through challenges of self is simply to be a person they can come to in confidence knowing you will listen, knowing you are a person who cares. 

In addition to this, I feel as though any individual who is running for school board should actively seek out educational opportunities for themselves in order to be better informed about issues that LGBTQI+ students may be going through. Without the effort to continuously inform oneself, it can be a struggle to pinpoint any challenges, and in turn, nothing will be made better. We need to know, to make things better. 

David Purpura: My values focus on working to understand who people are, not making assumptions, and ensuring that all people are respected and welcomed. In the personal, community, and professional spaces I occupy, I see people’s uniqueness as something that enriches our community and the more I (and our community) strive to be more welcoming of those differences, it strengthens our community as a whole.

George Lyle: I treat all people with the respect they deserve as human beings.

Maria Koliantz: I work really hard to be kind, friendly, and approachable.  If I get something wrong or use the wrong pronoun, for instance, I sincerely hope that the person will feel safe to correct me and I will respect the correction. 

Yue Yin: The LGBTQIA+ community is small but venerable, particularly the transgender students, who may be misunderstood, suffer from stigma, and frequently experience bullying. Our schools should be committed to providing a safe and well-supported environment for ALL students.

Education for Teachers and Students: Teachers and students should be given opportunities to learn about the LGBTQIA+ community, fostering greater awareness and sensitivity to their experiences. I believe that our community is overall welcoming and kind. However, many people may not be aware of the experiences, struggles, and needs of LGBTQIA+ students. Therefore, increasing awareness is very important.

Feedback Channels for Students: All students, including LGBTQIA+ students, should have easy access to a channel where they can share their concerns without fear of judgment and retaliation. Students should be encouraged to voice their concerns so that no issues go unnoticed. For example, many people may not realize that transgender students have difficulties using the inclusive bathrooms in our school.

Facilitating Open Conversations: Open conversations are critical for people to see things from others' perspectives and empathize with their experiences. Discussions about LGBTQIA+ topics may be sensitive in schools, so people avoid talking about them. But if no communication occurs, it becomes difficult for people to understand each other. Many people, who do not have direct knowledge/experience, may be misled by misinformation or false assumptions. I recently attended a summit where LGBTQIA+ community members shared their experiences and struggles, and I also spoke with the parent of a transgender child twice. I asked questions about LGBTQIA+ issues during those meetings and learned tremendously from those conversations. I gained new insights into many issues and can better understand their perspectives and experiences. I believe that open conversations should be encouraged rather than allowing false assumptions and misinformation to lead to misunderstandings.

LGBTQIA+-Related School Policy and Practice: The district should establish policies to protect LGBTQIA+ students. For example, policies should specify inclusive education, anti-bullying measures, and access to resources for ALL the students.

4. How would you show your support for trans children in sports?

Amy Austin: [No response]

Beau Scott: One thing I would be interested in learning more about is whether any of our coaches have had any professional support in navigating the best course of action for LGBTQI+ students on their teams. I would be interested in learning more about this from our athletic director. 

As a former high school athlete with a competitive spirit, I completely understand the importance of working hard in a sport with the goal of being the best and winning. However, it’s important to be mindful that another objective of sports is to teach players to be… teachable, and to help them develop an attitude of sportsmanship as well. Part of this is being able to collaborate with other members of your team, members who may look differently than you, members who think differently than you. With this in mind, athletics can be the perfect place to help build empathy in our students for those in the LGTQIA+ community. 

After attending the Summit last week, one reflection I made that truly bothered me was that so much of the conversation revolved around the need to protect students in the LGTQI+ community. This of course is of paramount concern, however I contend that the narrative around this must shift to educating all students on being welcoming, inclusive, teaching them to appreciate what makes each of us different, and constantly working towards building common unity with those around us, not in spite of our differences but in celebrating those differences. This is not a quick process, but to truly effect change, we must be willing to continuously engage in conversations such as these. 

David Purpura: I would cheer them on with their preferred name and pronouns. However, Indiana is currently one of 25 states that bans trans students from participating on sports teams that are consistent with their gender identity. It is important for all of us to remember that school sports are not about winning championships. They’re about building character, developing perseverance, and providing students the opportunity to work and grow as a team–which are all skills that will benefit them throughout their lives. Inclusion in sports that have healthy environments enhances students’ mental health. It’s incumbent upon all school board members to learn and understand the diverse needs of trans children. It’s critical to remember that what may work for one student, may not work for others.

George Lyle: All students deserve the opportunity to participate in extra-curricular activities. Sports do present some special challenges in some cases, but those challenges can be addressed without resorting to discriminatory policies or invasive examinations.  

Maria Koliantz: "I support the Indiana High School Athletic Association (IHSAA) Gender Policy on this matter.  (https://myihsaa-prod-ams.azurewebsites.net/api/resource-library/categories/07d0f399-73b3-421c-a407-08d5e7b1cb1f/documents/94d527da-68e3-4f23-734b-08d7b55fcb06/file)  “The IHSAA, with few exceptions, limits participation on single gender athletic teams to students of one gender.  This limitation is rooted in the IHSAA’s substantial interest in students’ health and safety, in competitive equity, in safeguarding a level playing field and in ensuring that there is fair opportunity for athletic participation in a manner that enhances the education of all high school students, both boys and girls.  This Gender Policy seeks to balance these important goals by advancing an equal opportunity in all aspects of high school programming for all students, by promoting the health and safety of all students and especially the health and safety of female students who would otherwise have to participate in activities with biological males or androgen supplemented biological females who are generally stronger and faster than their biological females counterparts and by promoting Title IX competitive equity.”

There are pathways to participation in sports for trans students with appropriate medical documentation based on their specific scenario.  

As a board member, I would commit to ensuring that we comply with all state policies and governing bodies, such as IHSAA, and advocate for change when necessary.  And the first step in advocating for change is listening when any stakeholder says that they are not supported by a current policy. "

Yue Yin: Transgender students should have the right to participate in sports, as sports are crucial for everyone's physical health, mental well-being, and social development. It is important to ensure that trans students are not excluded from these opportunities.

Determining how trans children participate in sports requires a comprehensive approach that balances inclusivity, fairness, and safety. Decisions should be made based on multiple factors, such as medical, athletic, and social considerations, with input from experts, coaches, families, and students.  

To support trans students in sports, I would advocate for training and education for coaches, teachers, parents, and students to help them better understand transgender issues and the challenges they experience. I would also work to create open dialogues within teams, allowing all the athletes to share their concerns and perspectives, which helps in creating inclusive, mutually trusting, and equitable arrangements. I would promote policy that encourages ALL the students to participate in extracurricular activities, including sports. 

When people avoid discussing issues related to trans children, misunderstandings and false assumptions can arise. Facilitating communication and learning opportunities is key to building understanding and reducing stigma. I believe that with empathy, understanding, open-mindedness, and creativity from all the participants, we can create a sports environment where all students feel welcome, valued, respected, and supported.

5. In what ways is bullying against LGBTQIA+ students often missed?

Amy Austin: [No response]

Beau Scott: Bullying towards LGBTQIA+ students can manifest in a variety of formats, often flying under the radar in a manner that would lead anyone with a bird's eye view to overlook what is truly occurring. 

One instance of this that can be either intentional or unintentional would be exclusion from group and social activities. When this occurs, the student would really struggle to pinpoint any intent to bully which leads to a secondary outcome of non-reporting of incidents of this type. The individual may often feel completely powerless to find a solution to this situation and without documentation of events such as this occurring, we have no way of truly working towards rectifying this. Therefore, it's important that we continue to engage in conversations with our teachers and other adults who are in contact with students in order to support them in being truly observant when something like this happens in the classroom or other spaces they occupy. 

David Purpura: Bullying against LGBTQIA+ students can be missed for many reasons including the lack of knowledge among peers, teachers, and other adults, the ways that the adverse effects are displayed, and even through the intentional decision to not view certain actions as bullying. Oftentimes, LGBTQIA+ students may avoid certain situations (e.g., GLSEN's National School Climate Survey showed that 79% of LGBTQ students avoided school functions and extracurricular activities because of bullying). We (as a broader community) may not see that effect because it comes across not as a visual act of bullying, but as a lack of presence of LGBTQIA+ students because these spaces may not be safe. We need to provide opportunities to educate our administration, teachers, and students about how to ensure that all spaces in our schools are safe and inclusive and how to be more aware of the many forms bullying can take.

George Lyle: The reasons for bullying might be vast, but the signs and behavior of bullies often follows similar patterns. I think that if teachers and staff are well trained in identifying bullying in general, they will also be more alert to bullying that might be motivated by LGBTQIA prejudices.

Maria Koliantz: Bullying can be missed for a variety of reasons, such as lack of training or understanding by the reporters or lack of reporting due to not feeling safe.  LGBTQIA+ encompasses such a mosaic of identities that require intentional efforts to be educated, therefore we must always challenge ourselves to listen, learn, and grow to ensure that we are being an ally to everyone and able to provide a safe space for all people.  

Yue Yin: According to the results on https://www.hrc.org/ Based on more than 107,000 youth data on the CDC’s website: 43% of transgender youth have been bullied on school property, compared to 18% of cisgender youth; 29% of gay or lesbian youth and 31% of bisexual youth have been bullied on school property, compared to 17% of straight youth; 29% of transgender youth have attempted suicide, compared to 7% of cisgender youth. This is a serious issue. The statistics are alarming. 

According to https://www.pacer.org/bullying/info/stats.asp, more than half of the bully incidents are not reported. 

The LGBTQIA+ community faces higher rates of bullying for many reasons, and these incidents may often go unnoticed.

Many bullying incidents are not physical, such as social exclusion, rumors, hurtful words, and microaggressions. These forms of bullying are less noticeable than physical fights or violence and may be dismissed by others.

Many bullying incidents occur outside of schools or online, making them less visible within the school environment.

LGBTQIA+ students may hesitate to report bullies to teachers due to fears of retaliation.

LGBTQIA+ students may be reluctant to share bullying incidents with their parents, especially if they do not want their parents to know about their sexual orientation or gender identity.

Both students and teachers may lack awareness of the bullying experiences faced by LGBTQIA+ students and how to address these issues effectively.

I believe we should create policies to protect LGBTQIA+ students, establish accessible and trustworthy channels for reporting bullying, develop protocols for addressing bullying problems, and provide education for parents, teachers, and students to increase awareness of these critical issues.

6. As a school board member, what policies would you work to enact to support transgender students who begin their transition while at West Lafayette schools?

Amy Austin: [No response]

Beau Scott: While LGBTQI+ students have provided feedback that they feel disproportionately unsafe in school environments compared to their student body counterparts, surveys such as this are extremely important in order to better understand the level of support one may anticipate by prospective board members. Nearly 60% of LGBTQ students, according to Gay, Lesbian & Straight Education Network (GLSEN), reported they felt unsafe due at least in part to their sexual identity and almost 45% reported feeling unsafe due to their gender expression. 

A starting point for moving towards a more inclusive environment for one of our most at risk student populations is ensuring the mission and vision of our district conveys the message to all that our schools are intended to be inclusive and supportive to all students ensuring the opportunity to learn and excel in their academic pursuits, regardless of your gender, nationality, socio-economic status, or religion. 

Secondly, as part of the strategic planning being carried out in conjunction with Skybound, we should actively seek out feedback from our students and our community in the form of anonymous climate and culture surveys. Based on the feedback garnished from these surveys, the board, along with the superintendent should seek out solutions to address any themes that were identified in the surveys. Additional data points that could be used to inform this process would include discipline data, bullying and harassment reports, and other incident reports. 

David Purpura: The school’s job is to protect the safety, well being, and success of their students and that may look different for each student. Policies often function as a one-size fits all and that may not work in these instances. The best way to support these students is to ensure that our staff and students are well educated about trans students' particular needs and the resources available to them. 

George Lyle: Ultimately the transitioning student should have a say in what kinds of support they feel they need. Teachers and administrators should respect the chosen identities of students, and encourage other students to do the same.

Maria Koliantz: I support policies that provide a safe and inclusive learning environment to all students.  I’m open to hearing from student and families where current policies may be falling short of that goal.  I am always open to listening, learning, and growing.  

Yue Yin: Procedure-wise, I will take the following steps:

1. Engage directly with transgender students and their families to understand their unique experiences and needs.

2. Consult with medical and psychological experts to ensure our policies are based on best practices for supporting students in transition.

3. Collaborate with board members, administrators, teachers, parents, and transgender students to develop policies and practices that ensure a safe, respectful, and inclusive environment for all students.

Practice-wise, I would support the following actions:

1. Inclusive Education & Awareness: Offer workshops and training sessions for school counselors, teachers, coaches, and students to better understand the needs of transgender students, such as using preferred names and pronouns, fostering empathy, and avoiding unintentional discrimination.

2. Anti-Bullying & Anti-Discrimination Policies: Develop clear policies to address bullying, harassment, and discrimination targeting transgender students.

3. Facility Support: Ensure that gender-neutral restrooms and locker rooms are available, clean, well-maintained, allowing transgender students to feel comfortable to use them.

4. Trusted Support Staff: Appoint designated staff members who are trained to support transgender students and who can serve as trusted advocates, ensuring students can share concerns and seek help in a safe space and receive timely supports.

7.  What other policies do you feel could be enacted by the board to ensure all LGBTQIA+ students feel safe and supported at school?

Amy Austin: [No response]

Beau Scott: I want to continue learning more about the obstacles faced by LGBTQI+ students, not just in West Lafayette Community Schools, but also on a national scale before considering any additional policy development. I don't want to state something here that is off target or that muddies the water in this conversation. 

David Purpura: See my response about policies to question 6. Additionally, I think it’s critical that while the school board is going through the current policy updates that they do not modify them in ways that reduce any existing supports or that create adversarial relationships between the school and families (e.g., when they considered including a policy charging parents with trespassing).

George Lyle: Rather than trying to preemptively proscribe policies, I want to bring a listening ear to my service on the school board. I would do my best to be attuned to the needs of the LGBT+ community, and then create policies and plans that serve their needs. I would hope that the LGBT+ community could trust me as an ally, and I would rely on their perspectives to inform my work on the board.

Maria Koliantz: Same answer as #6.  “I support policies that provide a safe and inclusive learning environment to all students.  I’m open to hearing from student and families where current policies may be falling short of that goal.  I am always open to listening, learning, and growing.

Yue Yin: To summarize and expand upon several points:

Provide Inclusive Education: Implement training programs for students, parents, teachers, and administrators that promote inclusivity and understanding of diverse identities.

Strengthen Anti-Bullying and Anti-Discrimination Policies: Establish comprehensive policies and practices to address bullying and discrimination, specifically addressing issues faced by LGBTQIA+ students.

Ensure Accessible Facilities: Provide facilities that meet the needs of transgender students, including accessible and clean all-gender and gender-neutral bathrooms and locker rooms.

Offer Specialized Counseling Services: Ensure counseling services are knowledgeable about LGBTQIA+ students and their specific needs.

Collaborate with Local LGBTQIA+ Communities: Partner with organizations in West Lafayette and Purdue University to organize activities that raise public awareness about the needs and experiences of LGBTQIA+ students, fostering a more inclusive environment.

Solicit Feedback Regularly: Gather feedback from LGBTQIA+ students and their families each semester to assess their needs and experiences in the school environment and seek improvement suggestions.

Empower LGBTQIA+ Students: Provide coaching to LGBTQIA+ students on how to protect themselves, advocate for their rights, and seek help when needed.

Facilitate Open Dialogue: Promote open discussions with LGBTQIA+ students and their families to address misunderstandings and biases within the broader community.

Finally, thank you for asking all these questions. I learned a lot from the process of seeking answers to your questions. During this time, in addition to conducting online research, I participated in a summit on LGBTQIA+ and youth mental health, and I had the opportunity to meet and talk with the mother of a transgender child. These meetings were incredibly helpful for me. I believe that engaging in conversations with more LGBTQIA+ students and their families will further enhance my understanding of their needs and experiences, allowing our district to create appropriate policies, implement effective practices, and make thoughtful arrangements to better support LGBTQIA+ students. I hope that others will have similar opportunities to engage in open dialogue and learn about LGBTQIA+ students, so we can create an inclusive and welcoming environment for ALL students and help everyone develop greater empathy.

My answers may be limited due to my current knowledge and experience with LGBTQIA+ students. I welcome feedback and am eager to continue learning.