Working for Lived Equity Report

Report of the 2019-2020 Community Needs Assessment conducted by MTPC.

This report represents the findings of the Working for Lived Equity (W4LE) community needs assessment conducted by MTPC and based on responses from 339 individual survey participants between December 2019 and March 2020. It serves as a follow-up of a 2009 community needs survey, which guided MTPC’s programming.

While much has changed since then, there is still significant work to be done to address the needs and priorities of trans communities in Massachusetts. The W4LE survey serves to collect updated data to better understand the specific needs of trans and non-binary youth, adults, and families in the state, and their thoughts on MTPC’s role in helping to address those needs. The survey also demonstrates that one of MTPC’s assets is the trans community itself as demonstrated by many respondents’ repeated expressed desire to get involved and offer peer support and resources.

Read the Full Report and the Summary Infographic

Rainbow Elders offers opportunities and information to build connections and find resources to lesbian, gay, bisexual, transgender, intersex, queer, questioning, asexual, aromantic, and agender elders, as well as their allies, and educational outreach to agencies, businesses, and the community at large. Rainbow Elders helps people build relationships, give and gain support, grow in knowledge and cultural competence, and advocate for human rights so that everyone can live and age with dignity.

Model School District Policy on Transgender and Gender Nonconforming Students outlines best practices for schools to ensure that all students are safe, included, and respected in school, regardless of their gender identity or expression—including transgender and gender nonconforming students. The model presents some policy objectives, key points, and alternatives to consider. It is meant to be adaptable to the specific needs of your school district, while keeping the original intent of the policy intact. Depending on your school district, the policy language provided here may fit best in a district
policy, an administrative regulation, or a combination of the two. Our model was developed by examining school district policies from various states, drawing from guidance provided by states and the
federal government, and identifying best practices for a national context.

The purpose of this policy is:
(1) to foster an educational environment that is safe, welcoming, and free from stigma and discrimination for all students, regardless of gender identity or expression,
(2) to facilitate compliance with local, state and federal laws concerning bullying, harassment, privacy, and discrimination,
(3) to ensure that all students have the opportunity to express themselves and live authentically.