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.

The question of supporting the HCPSS guidelines regarding transgender students accessing restrooms, changing facilities, and participating in sports based on their gender identity is a complex and sensitive issue. It is important to prioritize inclusivity, safety, and respect for all students in educational settings.

Supporting these guidelines can promote inclusivity and create a more welcoming environment for transgender students, which can positively impact their mental health and overall well-being. Providing equal access to facilities and activities based on gender identity supports the dignity and rights of transgender students.

However, it is also essential to consider the perspectives and concerns of all stakeholders, including parents, students, and community members. Some may have valid concerns related to privacy, safety, or fairness in competitive sports. It is crucial to find a balance that respects the rights and needs of transgender students while addressing any concerns in a constructive and inclusive manner.

Ultimately, it is important to foster open dialogue, education, and understanding within the community to create policies and guidelines that promote a supportive and inclusive environment for all students, including transgender individuals.

In summary, I endorse the existing HCPSS guidelines on this matter. Alternatively, we could consider transitioning towards gender-neutral bathrooms and changing facilities, similar to those implemented in Europe.

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.

Supporting a guideline requiring HCPSS staff to use the name and pronouns requested by a student is important for creating an inclusive and supportive environment for transgender and gender non-conforming students. Respecting a person's chosen name and pronouns is a fundamental aspect of affirming their gender identity and promoting their well-being. Such a guideline can help foster a sense of belonging and safety for these students, ultimately enhancing their educational experience and overall success.

We need to have an open discussion on the impact this will have on educators regarding their workload if this is codified. If there is little to no impact on the workload of educators by codifying this, I am in favor of proceeding with it.

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?

Sexual preference, just like religious or political preferences, is a personal decision that  has no impact on education and does not belong in the school system. When a teacher or  student chooses to disclose their personal preferences, it should be done in an informal  setting and not as part of education. Educators should carefully consider the age  appropriateness of such disclosures and the potential impact on students. Professional  judgment should be used to ensure that any information shared is done so in a respectful,  inclusive, and supportive manner for all students, regardless of their age.

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

Sexual preference, just like religious or political preferences, is a personal decision that has no impact on education and does not belong in the school system. When a teacher or student chooses to disclose their personal preferences, it should be done in an informal setting and not as part of education. Educators & students should carefully consider the age appropriateness of such disclosures. Professional judgment should be used to ensure that any information shared is done so in a respectful, inclusive, and supportive manner for all students, regardless of their age.

5. Should curriculum be revised to 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 changes should be made? Please explain your answer.

Including references to LGBTQ+ individuals in the curriculum is important for  promoting diversity, inclusivity, and education about different identities. These changes  can help create a more accepting and supportive learning environment for all students. I  believe this should be taught along with sex education that typically happens in middle  school.

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

To repeat what has been state above Sexual preference, just like religious or political  preferences, is a personal decision that has no impact on education and does not belong in  the school system. Let the school system be about education.

7. Should HCPSS make sure schools continue to offer access to LGBTQ+ student clubs like GSAs to their students? At what levels (High? Middle? Elementary?) should this happen? Please explain your answer.

HCPSS currently allows access to Political and Religious student clubs, the same rules  should apply to LGBTQ+ clubs. Nothing more nothing less.

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.

To repeat what has been state above Sexual preference, just like religious or political  preferences, is a personal decision that has no impact on education and does not belong in  the school system. Let the school system be about education.

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

Bullyinging in any form whether in-person or online, based on physical or mental conditions, race, religion, or personal choices—is unacceptable. We must strive to promote diversity in ideas and lifestyles within the school system, at home, and in the community, as long as it does not harm others.

Bullying of LGBTQ+ students should be addressed with the same level of intensity as any other form of bullying. Our approach should start with empathy, providing counseling, education, warnings, and resorting to punitive measures if necessary.

Individuals should feel safe to openly express their personal choices without fear, as long as it is age-appropriate and does not promote hatred towards any individuals or groups.

10. What measures should the school system take to prevent suicide among the student body?

I have worked with NAMI advocating for mental health awareness and suicide prevention for many years. Every month I receive atleast one call from a from concerned parents regarding their children's mental well-being.

Additionally, I served as co-chair of the HCPSS AAPI committee alongside former Superintendent Dr. Matriano, where our primary focus was addressing the rising mental health issues among youth.

Consistency and persistence are vital in addressing any advocacy issue. I have conducted numerous outreach seminars in collaboration with NAMI, HCPSS, and other organizations to help combat the stigma surrounding mental health. Our goal is to emphasize that mental health is equally, if not more, important than physical health. As a member of the Indian Origin Network of Howard County (IONHoCo), we offer various free counseling resources within the community for those in need. Our efforts have shown some progress in breaking down the taboos associated with mental health, but there is still a lot that needs to be done in this regard.

I was also instrumental in including the mental health information in the County Ambassador program.

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 do you think these intersectional identities should play in the school system’s policies and practices in supporting LGBTQ+ students?

I don’t see a link between diversity in the student population with regard to race,  ethnicity, country of origin, immigration status, socioeconomic status, disability, family  structure, etc and LGBTQ+.  

To repeat what has been state above Sexual preference, just like religious or political  preferences, is a personal decision that has no impact on education and does not belong in  the school system. Let the school system be about education. 

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.

I support the gender inclusion policy, just as I support other anti-discrimination policies. Policy 1010 appears to have codified these policies. If they have not yet been codified, we need to understand the reasons for the delay and take appropriate steps to codify it.

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

The diversity training for LGBTQ+ training should be of same rigor as political affiliation training or religious sensitivity training. Nothing more nothing less.

14. How should the school system deal with requests for book removal? How do you prevent those requests from disproportionately affecting LGBTQ+ themed books?

I am against the censorship of books as long as they are appropriate for the intended age group, factually accurate, present diverse perspectives, and do not promote hatred towards any group.

Currently, the Howard County Public School System (HCPSS) has a procedure in place where a committee selects the books available in school libraries. Even the school Principal must follow this process to add or remove books. While there is a process for appealing the committee's decisions, if this process is flawed, it can be improved. However, individual parents or groups should not have the power to determine what others in the school system can read, as long as the material meets the criteria mentioned earlier.

It is important to equip our children with critical thinking skills to form their own opinions, and the school environment should not be a battleground for parental agendas.