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Bullying Series Finale

September 16, 2011 by Sarah

It’s been not-quite-five months since I started my series on anti-bullying work at Sam’s school, and in that brief time I’ve felt more despair, inspiration, relief, exhaustion, and companionship than in the previous not-quite-five years at the school. When I began writing, I really had no idea where things would go, and was just about ready to give up and pull Sam out of school. Just a few months later, I feel very differently.

At the end of last year, the administration promised to change the way they’d been dealing with school bullying, and made big plans—the first of which was hiring a new school counselor. I’m thrilled to report that the new counselor has experience implementing anti-bullying programs and policies at other schools. She is engaged, thoughtful, accessible, and communicative. Before school started, she gave the teachers an anti-bullying workshop, and is now planning parent education. She has asked the administration to adopt a truly zero-tolerance policy. She is teaching the kids what to do when they experience, participate in, or witness bullying. She is also going to bring Restorative Justice to the school—an alternative approach to discipline that teaches how to repair, rather than punish, harm that has been done to a person.

The school has brought in Gender Spectrum to educate all teachers about gender diversity and acceptance. They are school is talking to Keshet, the Jewish LGBT organization, about bringing faith-based anti-discrimination study resources into classrooms.

In short, the administration has either begun, or agreed to consider, nearly all of the things they committed to last year, and has done so fairly speedily. Watching their actions, I am cautiously optimistic that things are moving in the right direction.

Before writing this post, I read back over all ten installments of the series, reliving the despair, fatigue, and inspiration I’d experienced at the time. What stood out most to me about what we went through was how absolutely not alone we were. We had the support, encouragement, and ideas of the group of parents at school—without which we never would have gotten where we did. Our friends helped us realize we were not alone, gave us the energy for the fight, and lent us the strength to do the work. Their support totally changed the game, and made all the difference in our success.

And I was so very buoyed by the cheering, resonance, and thoughtful input of my readers. Without your words, I would have been dispirited before I’d been able to start. I was also reminded that if Ian had not been my partner through this, I never would have taken the work on (well, maybe I would have, but with far less grace and far more bad language than with him by my side). And most of all, if I didn’t have the incredible kiddo that I do—who represents both the need and the inspiration for this work—I simply would not be here at all.

Thank you, to all of you.

Now that things are on the right track with Sam’s school, I’m able to turn my attention to the book I’ve been trying to write for years, so my presence on this blog is going to be more sporadic for a while. While I won’t be writing quite as often, I am thinking of all of you and wishing you well on your journeys.

All the best,

Sarah Hoffman

Please vote for me on Babble’s Moms Who Are Changing the World! Just click this link and then click “like” to vote. Thank you!

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Filed Under: Uncategorized Tagged With: "gender variant" "gender nonconforming" "gender spectrum" "parenting", "sarah hoffman", "transgender", bully, Keshet, LGBT, pink boy, Restorative Justice, school bullying

Letters to School—Alternatives to PE

August 30, 2011 by Sarah

This post is the next in my series of letters parents have written to schools on behalf of their gender-nonconforming and transgender children (the first, second, and third appear here). The following letter was written by Jenna Murase* to her son’s middle school principal. Jenna sought permission for her son to fulfill his PE requirement outside of school, because the school’s gender-divided PE curriculum would be detrimental to her gender-nonconforming son Nobu. For the letter, Jenna quoted extensively from the school’s own policies to reinforce her position—a strategy which worked very well.

Dear Mr. Jeffries,

We are writing to you in regards to Nobu Murase and his PE class starting in the 6th grade. As we understand, you are fully prepared to accommodate Nobu in the mainstream program at Pine Lakes Middle School. However, given the sensitive nature surrounding Nobu’s gender identity issues, if the idea is to achieve his optimal emotional development we need to provide Nobu with an alternative experience at school. We feel that forcing participation in gym will be emotionally detrimental to Nobu and will cause his academic performance to go down.

Although Nobu has no physical disabilities which prevent him from participating, he does have emotional and social disabilities surrounding his gender identity that consistently cause behavioral issues during this class. Given that PE is mostly divided by gender, Nobu experiences a high level of anxiety, fear, and stress when attending this class for a myriad of gender-related reasons. His report cards from his last school clearly reflect the ongoing struggles he has had in the class socially. 

We would like Nobu to participate in the classes that are not divided by gender. When classes are divided by gender we would like him to have the option to do a research project on anything to do with health, sports, or physical fitness, or to write a current event essay of some sort.

I can assure you that we can provide Nobu the physical activity, or active participation, that is required by law though figure skating lessons after school. To obtain his optimal physical development, Nobu will be at skating, or a skating-related activity, a minimum of five hours per week. Every time he participates in skating he will be dressed in the proper skating attire and using the proper skating equipment. One of Nobu’s weekly skating activities is an ice performance group. During this time he will learn how to work as part of a skating team that will foster a sense of sportsmanship, cooperation, and leadership. The group will be performing and competing at a number of venues throughout the school year. 

Ultimately, as Nobu matures and “figures himself out,” our goal is to build his confidence with full mainstream participation.

Thank you for considering this option for Nobu.  We look forward to working closely with you.

Sincerely,

The Murase Family

Thank you to Jenna and all the parents who have shared their letters! You are an amazing resource!

*All of the names and places are pseudonyms

Please vote for me on Babble’s Moms Who Are Changing the World! Just click this link and then click “like” to vote. Thank you!

 

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Filed Under: Uncategorized Tagged With: "gender variant" gender non-conforming parenting pink, "sarah hoffman", "transgender", LGBT, pink boy, school bullying, skating boy

Letters to School—A Transgender Teen

August 29, 2011 by Sarah

This post is the next in my series of letters parents have written to schools on behalf of their gender-nonconforming and transgender children (the first and second letters appear here). The following letter was written by Natanya*, the mother of Jamie, a transgender teenager entering high school. Natanya sent the letter to every teacher at her daughter’s new school; in addition to the letter, Jamie and her mother visited every teacher in person before the start of school to judge their reactions. At this first meeting, they all responded positively. They have since gotten permission from the principal for Jamie to use the girls’ locker room.

Dear teachers:

I look forward to meeting you in person in the near future, but in the mean time there is an important matter I need to discuss with you.

My child is an incoming freshman and is in your class (English 9, 1st period; Algebra 1, 2nd period; Health, 3rd period; Spanish 1, 4th period; Dance PE, 5th period). On your roster, her name appears as James Renaldo, and her gender appears as male. However, my daughter is transgender; she identifies as a female, and her name is Jamie. It would be wonderful if you can correct the name on your roster before class starts so that Jamie does not have to make this awkward correction.

I am concerned because transgender teens have the highest percentage rate of discrimination, bullying, and assault (Jamie suffered all of these from students and staff at her middle school last year). Likewise, they have the highest percentage of depression, self-mutilation, and suicide. Jamie is in good spirits, I have no immediate fears about her emotional state, and I would like to look to you, her teachers, to please help her feel safe in school. The research by the California Safe School committee indicates that one of the most important factors in keeping trans students safe is having a trusted teacher or staff member who they recognize as an ally, and who will take action if the student is aggressed.

I understand that Gender Spectrum does training at your school, and that there are other LGBTQ students, so I am hoping that this year goes smoothly. I in no way intend this message to be confrontational, but just so that we start the year off on the same page I would like to reiterate that state law, and county and district policy supports the T in LGBTQ: “Transgender and gender non-conforming students have the right to be addressed by a name and pronoun corresponding to their gender identity. This is true regardless of whether the student has obtained a court ordered name or gender change. Intentionally addressing a student by the incorrect name or pronoun is a form of discrimination. The directive does not prohibit inadvertent slips or honest mistakes, but it does apply to an intentional and persistent refusal to respect a student’s gender identity.”

I also have some concern about where Jamie will change clothes, I hope that we can meet with Ms. Billings today or that Jamie can have a moment of her time tomorrow during class. Again, the legal standards are clear: “In locker rooms that involve undressing in front of others, transgender students who want to use the locker room corresponding to their gender identity must be provided an accommodation that best meets the student’s needs. Such accommodations can include: (A) use of a private area within the public area (a bathroom stall with a door, an area separated by a curtain, a PE instructor’s office in the locker room), (B) a separate changing schedule in the private area (either utilizing the locker room before or after the other students), (C) use of a nearby private area (a nearby restroom, a nurse’s office), (D) access to the locker room corresponding to the student’s sex assigned at birth, or (E) satisfaction of PE requirement by independent study outside of gym class (either before or after school or at a local recreational facility). It is not an acceptable accommodation to deny a student’s opportunity for physical education either through not allowing the student to have PE or by forcing the student to have PE outside of the assigned class time. Requiring a transgender student to use the locker room corresponding to the student’s sex assigned at birth is likewise prohibited…All students have a right to safe and appropriate restroom facilities. This includes the right to use a restroom that corresponds to the student’s gender identity, regardless of the student’s sex assigned at birth.  Requiring the student to `prove’ their gender (by requiring a doctor’s letter, identity documents, etc.) is not acceptable. The student’s self-identification is the sole measure of the student’s gender, per Title IX and The California Student Safety and Violence Prevention Act of 2000 (AB 357).”

I believe you are all compassionate people, and I am confident that Wawona High School will be welcoming.

Thank you for your consideration . . . and if you have any wish-list items for your classrooms, please let me know!  🙂

Sincerely,

Natanya Renaldo

*All of the names and places are pseudonymous.

Please vote for me on Babble’s Moms Who Are Changing the World! Just click this link and then click “like” to vote. Thank you!

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Filed Under: Uncategorized Tagged With: "gender variant" gender non-conforming parenting pink, "sarah hoffman", "transgender", bathroom gender-variant "gender non-conforming" school, bullying, LGBT, parenting

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