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Subsequently, another important aspect of gender transition mentoring programs is their potential effect on children's gender identities, underlining the significance of creating clear standards to safeguard their well-being. Mampane and Brown (2021) explore the transitioning experiences of gender-nonconforming pupils and emphasize the relevance of established criteria in promoting their identity development. Likewise, The United States Department of Education (2023) has raisedconcernsregarding whether and to what extent schools should be participating in such programs. The first thought that comes to me is that mentorship programs might push children into embracing certain identities, which ignores their primary learning objective of developing self-acceptance.Criticsbelieve that schools should prioritize academics and that immersing students in gender identity issues may lead to disputes, obstacles, and potential confrontations with parents who hold opposing views. However, life can be challenging for gender nonconforming pupils, especially those who must deal with prejudice and unfriendly situations; which can be a devastating distraction when focusing on school. Mampane and Brown's research emphasizes the need for clear standards in promoting student's gender identity development during mentoring programs, supporting the idea that ethical norms are essential and there is no need for heteronormativity.Heteronormativity refers to the various ways in which heterosexuality is created as a normal, unproblematic, accepted instance (Wilkinson & Pearson, 2009). Heteronormativity establishes the norm as solely heterosexual and cisgender identities. For gender nonconforming students, heteronormativity persists throughout higher education institutions, which are characterized by an atmosphere of direct and structural discrimination, as evidenced by an increase in occurrences of direct othering, harassment, bullying, hate speech, and other forms of discrimination(Mampane and Brown, 2021). Gender transition mentorship programs can have an influence on children's gender identities by highlighting the necessity of having clear norms in place to preserve their well-being. Ethical standards are critical in encouraging their identity formation, particularly in educational settings where heteronormativity is prevalent.

References:

Mampane, J. N., & Brown, A. (2021, February 2). Transitioning experiences of first year gender on-conforming students from school to university in South Africa. Interchange, 52(4), 447-461. https://0624czb8y-mp01-y-https-doi-org.prx-keiser.lirn.net/10.1007/s10780-021-09419-3

U.S. Department of Education. (2023, April 6). Fact sheet: U.S. Department of Education's proposed change to its title IX regulations on students' eligibility for athletic teams. U.S. Department of Education. https://www.ed.gov/news/press-releases/fact-sheet-us-department-educations-proposed-change-its-title-ix-regulations-students-eligibility-athletic-teams

Wilkinson, L., & Pearson, J. (2009, August 23). School culture and the well-being of same-sex-attracted youth. Gender & society: official publication of Sociologists for Women in Society. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5129605/#:~:text=The%20level%20of%20heteronormativity%20within,Hallett%202007%3B%20Ridgeway%202006).