Gender Inclusive School Policy: Best Practices vs. In Practice at Minneapolis Public Schools

Abstract

This paper examines the implementation of gender-inclusive policies in Minneapolis Public Schools (MPS) through the lived experiences of families with gender-diverse students. The paper first explores general best practices of gender inclusion in schools, then, based on interviews with parents, evaluates how MPS is enacting its 2024 Gender Inclusion Policy. The research identifies benefits and shortcomings across anti-bullying measures, accommodations, staff training, and efforts toward school culture change. Findings reveal inconsistent policy implementation, reliance on parent and student advocacy, and a lack of systemic accountability. The study concludes that effective implementation requires district-wide commitment, provision of basic safety and accommodations without request, and more practical and routine staff training to provide safe, affirming environments for all gender-diverse students.