Office of
Student Rights and Responsibilities

252 Transgender And Gender Non-conforming Students – Learn more

The purpose of this policy is to ensure safety, equity, and justice for all students regardless of gender identity or gender expression so that they can reach their fullest human and intellectual potential.

To see if this policy is applicable please review HERE.

Please note name/gender change requests pursuant to Policy 252 can be submitted on behalf of the student by staff, a parent or guardian, or by the student themselves. It is important that whoever is submitting this form understands all safety concerns. that may be associated with the display of a requested name or gender change in the SIS and/or Google platform.

Please complete your request HERE

If you have any questions or concerns, please email policy252@philasd.org.

A Genders & Sexualities Alliance (GSA) is a student-run club, which provides a safe place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end homophobia and transphobia. GSAs have evolved beyond their traditional role to serve as safe spaces for LGBTQ+ youth in middle schools and high schools, and have emerged as vehicles for deep social change related to racial, gender, and educational justice.

If you are interested in being part of a district-wide GSA that will have a hybrid model(virtual and in-person), please complete the form completely HERE

Download: GSA Facilitator’s Handbook

District schools with GSAs *

• Academy at Palumbo
• Albert Greenfield Elementary
• AMY 5 @ James Martin Middle School
• Ben Franklin High School
• Bodine High School
• Building 21 High School
• CAPA HS
• Central High School
• Constitution High School
• Edison High School
• Elkin
• Fels High School
• Frankford High School
• Furness High School
• G.W. Carver High School of Engineering and Science
• GAMP
• George Washington
• Harding MS
• Hill-Freedman World Academy
• Horace Furness HS
• John Hancock Demonstration Schools
• Juniata Park
• Kensington CAPA
• Lankenau
• Lincoln High School
• Mastbaum
• Masterman High School
• Mayfair Elementary School
• McCall
• MLK
• Murrell Dobbins
• Nebinger Elementary
• Northeast High School
• Overbrook Educational Center
• Parkway Center City Middle College
• Paul Robeson High School
• Paul Robinson
• Penn Treaty
• Philadelphia High School for Girls
• Philadelphia Military Academy High School
• Sadie Alexander School
• Saul High School
• Sayre High School
• School of the Future
• Science Leadership Academy
• South Philadelphia High School
• Strawberry Mansion High School
• Swenson Arts & Technology High School
• The Academies @ Roxborough High School
• The Arts Academy at Benjamin Rush High School
• The LINC High School
• The U School
• Thomas Mifflin School
• Vaux
• Wagner Middle School
• William H. Ziegler Elementary
• William Hunter

*As of 22-23 school year

GLSEN Philly – Gay, Lesbian & Straight Education Network
GLSEN Philly is a chapter of GLSEN, a national organization fighting for every student’s right to a safe, supportive education. GLSEN Philly is a grassroots initiative, working locally in our community to ensure safe schools for all students, regardless of sexual orientation and gender identity.

Hopeline – 1-833-PHL-HOPE
The Philly HopeLine is free and open to all students, families, and staff of the School District. Call or text 1-833-PHL-HOPE, Monday- Friday 10am to 8pm to speak to a Masters’s level clinician.

National Suicide Prevention Lifeline – 1-800-273-8255
The National Suicide Prevention Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week.

The Trevor Project – 1-866-488-7386
A non-judgmental hotline for those 25 years old and below with LGBTQ-sensitive trained counselors you can contact through a call, text, or chat during a mental health crisis and/or suicidal thoughts.

Trans Lifeline – 1-877-565-8860
A 24/7 hotline available in the U.S. and Canada staffed by transgender people for transgender people. Trans Lifeline is primarily for transgender people in a crisis, from struggling with gender identity to thoughts of self-harm.

Local Resources

Attic Youth Center
The Attic Youth Center creates opportunities for LGBTQ youth (ages 13-23) to develop into healthy, independent, civic-minded adults within a safe and supportive community. Offers free counseling and groups.

• Attic Youth Center Presentation

GALAEI – Gay & Lesbian Latino AIDS Education Initiative
GALAEI is a queer Latin@ social justice organization. Since 1989, the organization has provided social services and referrals around HIV/AIDS and sexual health, organizing, and networking. GALAEI operates the Trans Health Information Project (TIP), a peer-led program designed by and for trans-identified and gender nonconforming people. TIP provides outreach, sexual health counseling, HIV prevention and testing, health and safety workshops, assistance with legal name change, support through transition, and other resources.

GLSEN Philly – Gay, Lesbian & Straight Education Network
GLSEN Philly is a chapter of GLSEN, a national organization fighting for every student’s right to a safe, supportive education. GLSEN Philly is a grassroots initiative, working locally in our community to ensure safe schools for all students, regardless of sexual orientation and gender identity.

Lutheran Settlement House
Lutheran Settlement House is a non-profit, community based social service organization that serves over 14,000 women, men, and children each year through four program areas: Adult Education and Employment, Domestic Violence, Senior Services, and Homeless Services.

Mazzoni Center
Mazzoni Center provides comprehensive health and wellness services for youth and adults; services include primary medical care, mental health counseling, substance abuse services, HIV counseling and testing, support groups, case management, legal, health education, and outreach.

• Tips for Affirmative Language-Misgendering 
• Tips for Affirmative Language

Morris Home
Morris Home supports trans and gender variant individuals as they develop the knowledge, skills and supports necessary to promote sobriety, manage emotional and behavioral difficulties, choose and maintain safe and healthy lifestyles, and develop healthy relationships.

Office of LGBT Affairs
The Office of LGBT Affairs works to foster equitable working and living conditions for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and to advocate for LGBTQ issues in all areas of City government.

PFLAG – provides confidential peer support, education, and advocacy to LGBTQ+ people, their parents and families, and allies.

Philadelphia FIGHT
Philadelphia FIGHT is a comprehensive health services organization providing primary care, consumer education, research, and advocacy for people living with HIV/AIDS and those at high risk.

• Youth Central Flyer
• Y-HEP PrEP Flyer
• Y-HEP Health Center Services
• Trans Youth Resilience Fund

Project H.O.M.E.
Project HOME empowers people to break the cycle of homelessness and poverty through affordable housing, employment, healthcare, and education.

The Support Center for Child Advocates
Child Advocates rallies for victims of child abuse and neglect with the goal of securing safety, justice, well-being and a permanent, nurturing environment for every child. They house a special LGBTQ Youth Project that provides access to justice, representation, safety and hope to youth of all ages who are in the Philadelphia child welfare system and who are marginalized due to sexual orientation, gender identity or gender expression.

UpLift Philly
Uplift Center for Grieving Children (formerly The Center for Grieving Children) was founded in 1995 by the Bereavement Program at St. Christopher’s Hospital for Children and incorporated as an independent nonprofit in 2000. Our main office is located in East Falls. Uplift is supported through individual donations, public and private grants, government funding, and corporate sponsorships. Uplift has special groups and call center hours for students in the LGBTQIA+ community.

• LGBTQIA+ Group Flyer 
• Uplift Philly LGBTQIA+ Presentation

William Way LGBT Community Center
The William Way Community Center seeks to encourage, support, and advocate for the well-being and acceptance of sexual and gender minorities through services, and recreational, educational, and cultural programming.

National Resources

• Gay, Lesbian & Straight Education Network (GLSEN)
  • Ready, Set, Respect! Elementary Toolkit
• GSA Network
• LGBTQ Student Resources & Support
• Point Foundation
• Safe Schools Coalition
• The Trevor Project
• Welcoming Schools
•  Center of Excellence on LGBTQ+ Behavioral Health Equity
  • Resources for School Mental Health Providers and School Personnel

The School District of Philadelphia is committed to achieving educational equity and reducing disproportionality in discipline, through providing alternatives to exclusionary discipline. SDP’s approach to discipline, restorative progressive discipline, is based in several understandings:

1. Behavioral incidents are opportunities for learning and growth.
2. Except for the most serious infractions, every incident should be addressed through restorative approaches.
3. In cases where exclusion is appropriate, additional interventions must also be put in place.

Parents/Guardians who have any questions or concerns related to discipline are encouraged to discuss them with their school’s administration. If additional support is needed, continue by contacting us.

The School District of Philadelphia is committed to creating and maintaining well-resourced and safe school environments conducive to teaching and learning.

We strive to develop meaningful partnerships with parents/guardians and families, so we can work together to encourage academic, social and emotional growth in all of our students. Our goal is to ensure that all of our students have the necessary resources to graduate and will be ready to succeed as fully engaged citizens of the world.

The purpose of the Code of Conduct is to:

• Outline clear expectations for all school community members.
• Provide information around student and parent/guardian rights and supports.
• Equip staff with guidelines for addressing student behavior so that our students and school communities can feel safe and grow to be successful.

Students who engage in behaviors that endanger school safety or disrupt the educational experience of others may be subject to the discipline process in accordance with the Code of Conduct.

Downloadable Code of Conduct for Families

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According to Pennsylvania law, suspension is defined as the denial to a student of the right to attend school and to take part in any school function for any period of up to ten (10) days. In the School District of Philadelphia, third through twelfth grade students may be suspended for violating the Code of Conduct. Kindergarten, first, and second grade students may NOT be suspended unless their actions result in serious bodily injury. Please note the following:

• Suspensions must be preceded by notification to the student and parent/guardian in writing.
• A parent/guardian conference must be scheduled to occur upon reinstatement.

Suspensions cannot be appealed by parents/guardians. School administrators have discretion to issue suspensions in accordance with the Code of Conduct, following all parent/guardian conference procedures.

School administrators must adhere to the following procedures when scheduling parent conferences to address behavior:

• Notice of a conference must be provided to the parent/guardian in writing, in their preferred language and either hand-delivered to the home, sent by mail, email, or by other reasonable means.
• Interpretation will be provided for the conference, when requested.
• School administrators will discuss the behavior/incident and offer supportive services as needed.
• Parents/Guardians may request a copy of student records and any evidence.
  • Statements must be redacted before they can be provided to the parent/guardian.
  • Photographs and video recordings of incidents may be shown but copies cannot be provided.
• School administrators will inform parents/guardians of any further disciplinary action and provide an overview of due process rights regarding disciplinary action.
• Parents/Guardians are expected to attend all scheduled conferences and school administrators should make every attempt to engage them so that they are able to participate in-person or virtually, as needed.

Students who are exhibiting a pattern of disruptive behavior(s) and/or committed serious violation(s) of the Code of Conduct may be referred to the Office of Student Rights and Responsibilities for a disciplinary hearing, after suspension. Prior to making a referral, schools must complete a Behavior Performance Review (BPR) for general education students to determine if the student is thought to have a disability.

NOTE: Disciplinary Hearing Referrals only apply to students in grades six (6) through twelve (12). Students in kindergarten through grade five (5) cannot be referred for a disciplinary hearing or receive a disciplinary transfer.

Students referred for a disciplinary hearing will be suspended and provided with due process. Students have the right to return to school pending the outcome of the hearing, unless they receive a safety interim placement. Please refer to the Student Behavior and Discipline section of the Code of Conduct for more information.

Disciplinary hearings will be conducted by an impartial Restorative Discipline Liaison/Hearing officer.

The impartial Restorative Discipline Liaison/Hearing officer will consider all evidence, dialogue in the hearing, and a student’s academic, behavior and attendance records when making a decision on the outcome. The outcomes could include 1) remaining in current school placement, 2) transferring to another SDP placement, or 3) transferring to an Alternative Education for Disruptive Youth (AEDY) program to address behavioral goals.

Pennsylvania’s Alternative Education for Disruptive Youth Program (AEDY) provides a combination of intensive, individual academic instruction and behavior modification counseling in an alternative setting to assist students in returning successfully to the regular education setting.

AEDY Transition Programs provide education to students in grades 6-12 who have been removed from the regular education setting for certain disciplinary reasons. The District and the AEDY Program work with families to create behavioral goals based on their reason for placement and assessments. Once behavioral goals are met, students prepare to transition to the regular education setting with a transition plan.

• If you have questions/concerns or are aware that you are participating in a hearing but did not receive a hearing notice or need to reschedule please call 215-400-4830, option 2.

• If you would like to contact the School Discipline Advocacy Services, please visit: https://sites.temple.edu/sdasphilly/. SDAS is composed of law students who are willing and able to serve as an additional support for you during the hearing process.

• If you would like to appeal a hearing decision, please complete the form HERE and email it to appealsoffice@philasd.org. Translations available HERE

• If you would like to make an AEDY program complaint, please complete the form HERE and email it to appealsoffie@pgilasd.org Translations available HERE

We provide Training and Consultation to help you help students have a voice!

Are you a school leader, trying to help your students have a voice? A District Office, looking for ways to help students have a voice? An outside partner, looking to work with us?

We can help. We offer training at every level of involvement for teachers and administrators to implement great programs and initiatives – and, then we help train you to train students to lead these initiatives successfully. Please contact us to get started. We can’t wait to help!

How does this work? 

We Help Students Be Heard:

• Give students opportunities to discuss how they experience school in class or through school-wide initiatives (e.g. town halls, morning meetings)
• Provide students with a system for providing feedback to school leaders regarding school issues, suggestions, and desires (e.g. suggestion box)
• Allow students multiple means to express their
• perspectives regarding school issues (e.g., through essay, art, dialogue, technology)

We Help Students Collaborate with Adults:

• Allow students to opportunities to identify equity issues impacting their educational experiences without adult censorship
• Give students opportunities to work with adults to learn more about issues they identify
• Consider all the student-identified issues and work with youth to prioritize which should be included in school reform efforts
• Collect student data through survey to lead school improvement efforts

We Help Students Build Capacity for Leadership:

• Invite students to be actively involved in school improvement meetings
• Adult facilitators support youth in developing capacities to address the issues they identify (e.g. student government/council/advisory boards)
• Find ways to actively engage marginalized youth so that they have opportunities to re-engage in their education through leadership opportunities and civic engagement (e.g. youth court, RJ Tier 1 circles, RJ tier 2 mediation)

Are school districts responsible for identifying youth experiencing homelessness?

Yes. The School District of Philadelphia works with our office to have a liaison or assigned lead to ensure the McKinney-Vento Act law is upheld for students experiencing homelessness. This person helps school staff identify these youth and direct them toward needed resources and support through connection to other services and agencies.

If a child’s temporary residence is located in a different county or state from the school of origin, which school district is responsible for the child’s education?

The law does not assign financial responsibility. The School District of Philadelphia will work with the other districts to ensure education stability for the child.

If a student finds temporary housing across state lines, does the McKinney-Vento Act still apply?

Yes. The McKinney-Vento Act is a federal law and applies in any situation. The student has the right to stay in their school of origin unless the parent/guardian wishes otherwise or it is not possible given the specific circumstances. The School District of Philadelphia will work with the other district to ensure education stability for the child.

Does providing/arranging for transportation mean “door-to-door” service in similar manner as special education students?

Generally, no. For students who fit the qualifying distance (at least 1.0 mile), transportation assistance comes in the form of SEPTA student passes. However, for distinct special circumstances, if there is a yellow bus on the route of the temporary address, an exception can be made. If the student is in special education and their IEP states “door-to-door,” then service must be arranged.

How “immediate” is immediate enrollment?

The McKinney-Vento Act requires schools to enroll students experiencing homelessness immediately (standard dictionary definition: “without delay”), even if the student is unable to produce documents normally required for enrollment. “Enroll” means permitting the student to attend classes and fully participate in school activities. Generally this would be same day or the following day.

How can schools verify age for Kindergarten enrollment without a birth certificate?

By law, enrollment remains immediate. The school should work with the family to obtain acceptable proof of age, which can be found in other documents such as medical records, baptismal certificate, or a parent/guardian signed statement.

If a student is enrolled without requiring immunization proof, isn’t the entire school at risk?

McKinney-Vento requires immediate enrollment. As the majority of youth experiencing homelessness have been vaccinated and it is often difficult for families experiencing homelessness to obtain and keep copies of records, the school should work with the family to do so. If more help is needed, the school should contact the previous school (if applicable) or the Department of Health in the state of original residence. Un-immunized children should receive initial doses as soon as possible, unless there are philosophical, religious, or medical exemptions.

How can a school determine what classes or services to provide for a student if there are no school records?

Following immediate enrollment, the receiving school must contact the previous school for records. If records cannot be transmitted immediately, class schedule information can be obtained from the parent/guardian or youth. The school can also input procedures for a quick assessment to determine class placement and any recommended supportive services.

Must schools immediately enroll unaccompanied youth, even without proof of guardianship?

Yes. Lack of guardianship papers cannot delay or prevent school enrollment for unaccompanied youth. The School District of Philadelphia allows youth to enroll themselves with assistance from our office.

If the School District of Philadelphia does not follow the law, is there a penalty?

Absolutely. States are required to ensure that their school districts comply with the McKinney-Vento Act. Therefore, the state can sanction noncompliance by withholding federal funds or other means from the offending school district.

What duty does the receiving school have to a student who has not been in school and enrolls mid-semester to give them credit for the work they do in the rest of the semester?

The law requires the School District of Philadelphia to remove barriers to retention in school. Since inability to earn credits is an obstacle to remaining in school, the school must address that problem. Any necessary adjustments to the student’s schedule must be made to permit the student to obtain partial or prorated credit for their work.

Does McKinney-Vento address preschool and what must states do to serve these children?

Yes. The law specifically includes preschool programs in its definition of a free, appreciate public education. State plans must describe procedure to ensure preschoolers experiencing homelessness have access to state-directed preschool programs.

How do school districts serve preschoolers experiencing homelessness?

Liaisons must ensure that families and children can enroll in Head Start and Even Start programs and in preschool program directed by the school district. In the School District of Philadelphia, our office works with the Office of Early Childhood to identify these children. Oftentimes, we are able to assist with certain donated items, such as coats and shoes.

Do private schools have McKinney-Vento obligations, especial as the school of origin for a homeless youth?

For schools entirely privately funded, McKinney-Vento does not apply so these schools are not required to allow students to continue to attend or provide transportation.

What duties do charter schools have to students experiencing homelessness and must they appoint a homeless liaison?

Yes and yes. Public charter schools have the same responsibilities under McKinney-Vento as other public schools and school districts. If a student experiencing homelessness attempts to enroll in a charter school, the school must enroll them as long as other students living in the same area would be eligible to attend the school, unless there is overcrowding or a specialized selection process. If the school has specific skills-related entrance requirements, for example, artistic ability requirements for a fine arts school, the student must meet them. Charter schools considered their own LEA (local education agency) should appoint a liaison to work with students experiencing homelessness.

• SchoolHouse Connection – SchoolHouse Connection is a national non-profit organization working to overcome homelessness through education.
• National Association for the Education of Homeless Children and Youth (NAEHCY)

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When a student enters foster care or changes a foster care or kinship placement, a Best Interest Determination Meeting (BID) should be held. The primary focus of this process is to maintain school stability, allowing students to remain at the school they were previously enrolled in (their school of origin), whenever possible.

All who participate in the BID process work together to come to a determination about whether the student will remain in their school of origin or be assigned to a new school placement.

• If the determination is for the student to be assigned to a new school, the new school must be identified, the student will need to be registered and enrolled, and transportation will be finalized, if needed.
• Until a BID is held, students in foster care should continue to attend their school of origin. 

Who should participate in the BID process?

• The educational representative for child welfare in the county the student is committed
• The assigned case manager (in Philadelphia this will be the Community Umbrella Agency or DHS worker)
• School counselor from the school of origin
• Principal and counselor of the identified receiving school
• If the student has an IEP: The Special Education Compliance Monitor (SPECM) or Special Education Liaison( SEL) for the current and identified receiving school
• The student, if appropriate
• The biological parents, if their parental rights remain intact
• The caregiver (foster care, kinship, or group home case manager)
• The Child Advocate (attorney and/or social worker)
• The Guardian ad Litem
• Acting or designated Education Decision Maker (EDM)
• Any other parties deemed appropriate and essential