Voices of Youth Commentary: Why school districts should consider updating nondiscrimination policies

Editor’s Note: This story was written by Luke Myner as part of the Winter 2026 Kalamazoo Voices of Youth Program. The program is a collaboration between Southwest Michigan Second Wave and KYD Network in partnership with the YMCA of Greater Kalamazoo, funded by the Stryker Johnston Foundation. The Voices of Youth Program is led by Earlene McMichael. Maya James (writing) was the VOY mentor.

KALAMAZOO, MI – Plainwell Community Schools has a website that provides resources relating to the schools of Plainwell that are accessible to those who want to read them at any time. 

There is a specific document titled “2025-2027 PEA Contract.” PEA stands for “Plainwell Education Association,” and its purpose is to be a contract for employment at any Plainwell Community Schools (PCS) facility. The PEA informs the reader of their rights and responsibilities, as well as various relevant information that an employee may need to know. 

More specifically, in this contract, there is a section that addresses nondiscrimination. “The Employer agrees that it will in no way discriminate against or between any employee covered by this Agreement because of their race, creed, religion, color, national origin or ancestry, age, sex, sexual orientation, marital status, physical characteristics or handicap, or place of residence.”

A different section on the website addresses the legal notices of the district, which also includes a statement on nondiscrimination. It reads: “Discrimination based on race, color, national origin, sex (including sexual orientation, gender identity, and gender expression), age, religion, height, weight, marital or family status, disability, military status, ancestry, genetic information, or any other legally protected category is strictly prohibited in all District programs, activities, and employment opportunities.” 

The legal notice mentions gender, while the PEA contract does not include a gender reference. While this may seem like a small difference to others, to transgender students, it feels significant.

When questioned about this difference in language between the two policies, District Compliance Officer Charlie Wynne states: “I was not aware of that, but I can see how that would happen since our policy that is posted is usually pretty, you know, word-for-word from the legal folks. The fact that there’s a difference in that verbiage is a problem that we would definitely need to fix.”

Some transgender students feel as though guidelines like the PCS nondiscrimination legal notice don’t do enough to protect their rights. While these guidelines are ever-changing as more research comes about, trans students say it can be stressful to not know if they have or don’t have protections in their communities. 

While Plainwell Community Schools struggles with being clear on its nondiscrimination protections for trans students and staff, some say they also struggle with treating LGBTQ+ associated groups — like the high school’s GSA, Gay Straight Alliance, Club — as equal to other clubs in the school.

Brittany Kavanaugh is a former Plainwell High GSA coordinator, a role she held for five years. “One of the expectations for GSA was that all of our posters and all of our announcements had to be approved by admin, which they said all clubs do, but I have multiple clubs, and none of my other ones had to.” 

However, even with this discrepancy, Kavanaugh says, “On the other hand, they would be receptive to some things that I was unexpecting of, like making neutral bathrooms and that sort of thing.”

The Plainwell Community Schools administration has been improving in relation to these issues, but issues still exist. Wynne, the district’s compliance officer, says he is aware of this: “So, in my case, one of the things that I have been advocating for is our reproductive health committee to include LGBTQ youth, as well as representation from all genders, because we’ve really not done that.”

Despite this acknowledgment, some trans students at Plainwell High School feel the hesitancy of the administration, especially in relation to bullying. Senior Rui Eslick is among them: “I’ve reported a lot of things to them, like bullying, not just myself, but other people, and they will say that they are taking care of it, and then nothing’s done.”

Junior Luna Sanderson says she feels similarly. “I feel like there aren’t any specific rules that protect me beyond just basic, ‘hey, don’t bully people.’ But that doesn’t stop anyone.”

There are grey areas that make it difficult for trans students to feel safe at school. Even if a student feels safe, there are nuances to it, according to Sanderson: “But if I didn’t have a support system and if there weren’t the gender-neutral options, I don’t know if I would.”

Even though there are gender-neutral bathrooms at Plainwell High School, Eslick had to push for them. “I would go in there every single day for most of my sophomore year, and the first little bit of junior year, and tell them about something until it was fixed.” 

While these options provide comfort and safety for some trans students, they also provide limits for others. “There are two gender-neutral bathrooms in the school,” Sanderson says. “But there are other bathrooms, except I’m basically not allowed to go in them.”

As trans students feel these discomforts, teachers are taking notice. “There are some daily microaggressions that you see if you pay attention,” says Kavanaugh, a former Gay Straight Alliance Club advisor, who is also the economics teacher at Plainwell High. “If somebody’s using a slur, I will walk them down to the office myself and make sure somebody handles it.”

Quincy Thomas, Ph.D., assistant professor for the theatre arts program at Kalamazoo College, utilizes a similar approach to make trans students feel safe in their classrooms. “What I say is this is the kind of behavior we’re not going to tolerate in this class,” Thomas says. “I say, ‘I don’t care if it’s transphobia, fatphobia. I don’t care if it’s racism, sexism. We’re not doing any of it.’ And I tell them, ‘It’s not going to be a conversation where you get an opinion, and I get an opinion, then we debate. I’m just kicking you out of my class. That’s it.’ ”

Eslick says this approach works when asked about who was supportive at Plainwell High School. “It was mostly teachers. I can definitely name the teachers. Mrs. Skierski and Mrs. Kavanaugh were really helpful.” Another student agrees that support matters to trans students. “It is helpful when teachers are supportive,” Luna says.

While support is crucial for schools to have, education and understanding of trans people is equally as important, says Thomas. “Some of the most important parts of education when it comes to marginalized groups or about marginalized groups, is understanding that they are not one-dimensional,” Thomas notes that he tries to ensure that all of his classes have required reading by trans writers.

While a lot of responsibility is placed onto the Plainwell Community Schools administration to go through with necessary changes, trans students also need to reach out for resources and stand strong through adversity.

“Be kind. It does not matter what you know. Your intellect is not as important as your heart,” Thomas says.

Thomas also recommends leaning into creative expression.

“Find what you love. Don’t let anybody tell you not to love it. Find a way to express yourself. Find a way to channel all that stuff into something. If you can’t draw, play music. You can’t play music, write something. If you can’t write something, film something. Make something.”