Once seen as a potential great equalizer in K12 education, school choice funds continue to support a substantial number of more affluent and white students already enrolled in a private school, according to , a Georgetown University think tank.

Among the biggest beneficiaries may be middle-income families, whose earnings are well above the poverty line but have strained to cover private school tuition without an infusion of public funds.

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“Analysis of universal private school choice programs in 2024-25 points to the substantial tension between advocates��� goal of expanding families��� private options and the nation���s history of spending public monies primarily on public schools, school reformers��� commitment in recent decades to improving educational opportunities for the nation���s neediest students, and demands for accountability in public spending,” the report’s author, Bella DiMarco, writes.

School choice trends

When Indiana raised its school choice income cap from 300% to 400% of free and reduced price lunch, participation among families earning above $200,000 soared by more than tenfold. Now, those families account for nearly 8% of voucher recipients, FutureEd’s report found.

In North Carolina, the wealthiest families are overrepresented in school choice programs. Those earning above $250,000 account for about 7% of the state’s population but 14% of school choice participants.

The same trend is present in Oklahoma, where only 5% of families earn above $250,000. These same households accounted for a quarter of the students receiving public tuition assistance.

Racial disparities in choice programs

Racial disparities found in FutureEd’s initial report have grown in some states. When Ohio made its EdChoice program universal, the share of white students rose from 66% to 82%, an increase that held steady last year.

In North Carolina, universal eligibility saw the number of white participants grow from 63% to 73%, while the share of Black students dropped from 19% to 11%.

Florida’s program is serving a more diverse group of students, even though more white families have enrolled since choice became universal in the Sunshine State. Last school year, 42% of choice participants were white, 36% were Hispanic and 19% were Black, and those levels are similar to the overall state population, FutureEd explained.

Income considerations

Some states are trying to limit the number of wealthy families who enroll in choice programs. Utah gives preferences based on need and Ohio and Oklahoma distribute higher amounts to families with lower incomes.

The report also noted that many high-priced private schools are not participating in school choice programs, “either to avoid oversight or because public dollars don���t come close to covering their tuition.”

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Given her business acumen, long-standing relationship with President Trump and involvement in conservative policy-making, McMahon���s tenure is likely to emphasize workforce development, parental rights and a decentralization of federal education oversight.

A focus on workforce readiness

A likely area of immediate focus for in 2025 is leveraging existing federal funding mechanisms like Perkins V, which already distributes funds directly to states to support career and technical education. Expanding on this framework aligns neatly with the Trump administration���s promise to decentralize education by ���putting it in the hands of states.���

Perkins V funding, combined with the Workforce Innovation and Opportunity Act, provides a natural pathway to prioritize apprenticeship programs and workforce readiness initiatives. Similarly, higher education leaders can expect a push to include workforce training under Pell Grant eligibility and an increased emphasis on apprenticeships. This opens options for students and families, but also significantly widens the post-secondary market to private training organizations, diverting potential funding away from colleges and universities.

For school districts, this focus on workforce readiness could mean a reallocation by states of federal funding toward career pathway initiatives, partnerships with local industries and high school curricula revamped or broadened to support technical pathways. While this pivot may benefit students pursuing non-college pathways, critics may argue that it comes at the expense of broader educational priorities, such as academic enrichment, holistic student development or so-called 21st Century skills

Districts can also expect a push to connect more substantively with state and local workforce investment boards, ensuring that schools align their CTE programs with the demands of regional labor markets. This strategy not only fulfills campaign promises but also signals a shift toward integrating education and economic policy, making workforce development a central component of federal education priorities.

We may also see a shift toward competency-based models, ���stacked��� micro-credentialing, and related instructional approaches modeled on workforce needs.

Expanding parental control

McMahon���s affiliation with policy organizations advocating decentralization underscores her commitment to parental rights and school choice. The president-elect���s stated goal of ���sending education back to the states��� aligns with McMahon���s likely agenda to promote charter schools, voucher programs and other mechanisms for parental control over educational decisions.

Her policies may include mandates for curriculum transparency, similar to recent state-level efforts, and the reallocation of federal funds to support school choice initiatives. This emphasis could shift resources away from traditional public schools, which may face tighter budgets and increased scrutiny over their curricula.

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For superintendents, this will require navigating complex conversations with local communities, as some parents embrace these changes while others resist the decline of public school funding. Smart districts will find ways to leverage these changes to deepen relationships with parents who are frustrated by traditional settings.

3 tips to Consider

1. Increased federal support for CTE and apprenticeships will provide more opportunities for students to gain real-world skills. Start engaging in work-based learning planning early. Reach out to business leaders now and structure a routine engagement plan to keep a pulse on their needs.
2. Expanded vouchers and charter school programs would give parents more control over their children���s education. Host parent roundtables now and clearly communicate changes you will make to respond to their needs, then act upon it. McMahon���s focus on parental rights makes it essential for district leaders to build transparent relationships with families.
3. Reduced federal support and reallocated funding may strain already tight budgets. Conduct a sobering ROI/LOI process with your cabinet and other key leaders. Advocate for your schools by strengthening relationships with state policymakers and ensuring your district���s voice is heard.

2026 and beyond

Looking ahead to 2026 and beyond, the Trump administration is likely to pursue a reauthorization of the Every Student Succeeds Act with a focus on reshaping how federal education funds are allocated.

Building on the decentralized framework of Perkins V, entitlement and categorical funding could be distributed in a manner that aligns more closely with state-controlled models. This shift would empower states to have greater discretion over how federal dollars are used, emphasizing local innovation and workforce alignment over prescriptive federal mandates.

Districts should prepare for a landscape where funding streams are tied to measurable outcomes, such as workforce readiness, and prioritize partnerships with industries and workforce development boards. This reauthorization would represent a significant philosophical shift, signaling a move away from traditional equity-driven approaches in favor of economic outcomes and state flexibility.

For many districts, this could bring new opportunities to tailor programs to regional needs but also introduce challenges in ensuring equitable access for underserved communities.

How to remain resilient

Beyond 2026, significant changes within the Office of Career, Technical, and Adult Education are likely under the Trump administration. The department may shift away from providing federal training and technical assistance, particularly in areas supporting English language learners, special education, and other special populations.

This reduced federal involvement would place greater responsibility on states and districts to develop their own training and support mechanisms for these vulnerable groups. While this aligns with the administration���s goal of decentralizing education, it could create gaps in expertise and equity, as not all states have the capacity to provide high-quality, targeted support.

For superintendents, this potential change highlights the urgency of proactively building state-level capacity and partnering with organizations that can fill the void left by reduced federal guidance. Without a deliberate focus on these populations, de-centralizing the Office of Career, Technical, and Adult Education���s role risks leaving critical student groups behind in the broader push for workforce alignment and economic mobility.

Linda McMahon���s tenure as secretary of education is poised to bring significant change. With a focus on the bipartisan issue of workforce development, school choice, and decentralizing federal control, she represents a pragmatic, business-first approach to education policy.

While her leadership may streamline certain processes and empower local decision-making, it also risks deepening inequities and challenging the stability of traditional public schools.

As we move into 2025, district leaders must prepare to adapt. By staying engaged with parents, community leaders, and policymakers, superintendents can ensure their schools remain resilient amidst this evolving landscape.

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Books were banned in about half (33) of Florida’s 70 districts, though none were removed from its largest system, Miami-Dade County Public Schools. Bans accelerated in the wake of that requires schools to remove books challenged for “sexual conduct” immediately, and then conduct a review of the title.

contains some of the nation’s most banned books, such as Tricks by Ellen Hopkins, All Boys Aren’t Blue by George M. Johnson, The Perks of Being a Wallflower by Stephen Chbosky, Gender Queer: A Memoir by Maia Kobabe and The Bluest Eye by Toni Morrison.

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Florida districts also removed classics and bestsellers. Several districts pulled Kurt Vonnegut’s油Slaughterhouse Five, Richard Wright’s Native Son and Margaret Atwood’s油Handmaid’s Tale. Multiple novels by Stephen King, one of America’s most popular authors, were banned dozens of times, while best-selling fantasy author Sarah J. Maas was another frequent target.

The list of banned books from the 2022-23 school year, noted the Florida Freedom to Read Project, a coalition of parent-led groups. It contends that most book challenges come from “conservative interest groups” rather than individual parents.

“We advocate for policies that give every parent an opportunity to collaborate with their schools and educators and set unique boundaries for their own children when they feel necessary,” the organization said in a statement. “We believe in a fair, thorough, and public objection process that ensures decisions reflect the needs of each school community���not the broad, district-wide censorship we see today.”

Banned books: The bigger picture

Nationally, book bans skyrocketed by 200% during the 2023-2024 school year, with the challenges coming predominantly from far-right activists targeting stories of race, sexuality and gender identity. There were 10,046 book bans in public K12 last school year, leading to the removal of 4,231 titles by 877 authors, illustrators and translators, according to the final 2023-24 count by PEN America, an anti-censorship organization. The bans occurred in 29 states and 220 districts.

Book banning is a component of a bigger challenge facing public schools, warned Sabrina Ba棚ta, manager for PEN America���s Freedom to Read program. ���Every day, we are seeing reports of author visits and book fairs canceled, libraries shuttered for excessive book reviews and heightened scrutiny and intimidation of teachers and librarians,��� Ba棚ta concluded. ���Our book ban data is a bellwether of this broader climate.���

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For district leaders, these outcomes highlight community sentiment and a mandate for responsive leadership as public opinion shifts. Research confirms that, despite varied approaches, Americans consistently seek stronger schools and accountability.

Here���s how these new policies could reshape education and what they mean for district leaders facing increasing scrutiny.

Funding: Expanding���or rethinking���the pie

With state-level measures supporting increased funding through various means, many districts can expect expanded resources���often through unconventional channels.

Arkansas: Lottery-funded vocational training

粥姻一温稼壊温壊���s directs lottery proceeds to fund vocational scholarships aligned to workforce needs. This reflects a broader trend of linking education to economic goals, resonating with the public���s call for practical, skills-oriented education.

California: $10 billion investment in education infrastructure

California voters passed , a hefty $10 billion bond for K12 and community college infrastructure improvements. This commitment prioritized under-resourced districts, giving long-overdue updates to facilities that need it most. California���s bold infrastructure play may be a harbinger for similar measures in states where building conditions fall short of student needs.

Missouri: Gambling revenues for early literacy

珂庄壊壊看顎姻庄���s , directing gambling revenues to early literacy, highlights the public���s belief in early intervention for long-term success. Public opinion shows broad support for literacy-focused initiatives that are seen as investments in students��� foundational skills.

New Mexico: Capital funding for educational resources

New Mexico���s funnel $19 million and $230 million into public schools, tribal institutions and libraries, reflecting a strong commitment to resource equity.

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Research supports that diversified revenue streams promote resilience in educational funding. But districts must be cautious when relying on sources like gambling or lottery funds, which can fluctuate. Leaders are encouraged to engage communities in transparent discussions about funding, explaining both the benefits and limitations of these approaches.

School Choice and governance: Defining boundaries

School choice remains a divisive issue, with voters showing varying levels of support. This year���s outcomes reveal a preference for balancing choice with a commitment to public school funding.

Colorado: Emphasizing mental health over school choice

遺看鉛看姻温糸看���s , imposing a firearms excise tax to fund school mental health programs, and the rejection of Amendment 80, a school choice initiative, reflect the public���s prioritization of student well-being. The decision aligns with surveys showing high public concern for safety and mental health, indicating that communities may favor supporting existing school functions over new alternatives.

Florida: Preserving nonpartisan school boards

By rejecting Amendment 1, which would have allowed partisan school board elections, Florida voters signaled a desire for neutral governance. This trend toward depoliticizing school boards may serve as a model for other states, where communities similarly prioritize stability in education over political division.

Kentucky and Nebraska: Supporting public school funding only

Both states defeated measures���Amendment 2 and Referendum 45���that would have redirected public funds to private education, reaffirming a commitment to public education. This confirms a public preference for strengthening public school funding, aligning with national survey data showing that a majority of Americans support public schools as a foundation for equal opportunity.

Districts should remain attuned to these preferences as they develop budgets and communicate with their communities. Transparency is key, especially where school choice could impact public school resources.

Expanding flexibility and localized control

Several states are promoting flexibility in graduation requirements and resource management, indicating a shift toward more adaptive, community-specific solutions.

Massachusetts: Moving beyond standardized testing

Massachusetts voters approved , eliminating MCAS as a graduation requirement. For districts, this could mean the opportunity to implement skills-based or project-based assessments, which may better align with both community values and modern educational goals. Research reveals growing public support for alternative assessments, with many viewing standardized tests as inadequate measures of student potential.

Alabama: Local resources for school support

粥鉛温恢温馨温���s , which allows Franklin County to use local land resources for education funding, demonstrates a community-centered approach to financing. Similar strategies could inspire rural districts elsewhere to think creatively about leveraging local assets for schools. Research indicates that community-driven initiatives increase trust and accountability, as funds are kept close to home.

Utah: Increased state fund cap for K12

By raising the State School Fund cap from 4% to 5%, Utah provides districts greater flexibility to manage budget increases as needed. This change acknowledges the public���s call for adaptable funding solutions, especially in states with fluctuating populations and economic uncertainties.

These changes reflect a growing demand for education systems that respond to local needs, fostering a culture where districts can address the specific requirements of their communities.

Lessons from past funding mechanisms: Managing risks

Historically, revenue sources like gambling and lotteries have bolstered state budgets, but their volatility poses challenges. For instance, states like California initially saw increased funding with lottery revenues, but public interest waned over time, causing funding gaps. As districts explore new funding avenues, it���s vital to communicate these risks to stakeholders, ensuring transparency around long-term planning and sustainability.

Given the post-ESSER uncertainty and the shifting national governance environment, it is not safe to assume that state legislators, Congress or voters will “bail out” districts. This is made even more acute with student enrollment falling, necessitating the right-sizing of school workforces and, often, school closures.

Engaging community members early and often in the resource discussions can mitigate misunderstandings and build support. Regular updates on how funds are allocated, especially from variable sources, can prevent issues and maintain trust.

Practical actions for fiscal accountability and community engagement

With increased funding comes the responsibility of fiscal oversight. District boards can reinforce accountability by adopting transparent practices and maintaining open lines of communication with their communities.

1. Implement regular budget audits: Conducting audits quarterly ensures that funds are managed responsibly���and results should be publicly available. This prevents misuse and reassures stakeholders of the district���s commitment to transparency.
2. Publicly accessible financial reports: Posting financial statements and visualizations online offers clear visibility into district spending, providing context for each expenditure and addressing concerns before they escalate.
3. Independent review for high-value contracts. External reviews or third-party audits for substantial contracts add another layer of oversight, ensuring that vendor selections are impartial and funds are allocated efficiently.
4. Establish community advisory boards. Districts can create advisory boards with teachers, parents and community leaders to gather feedback on budget priorities and initiatives. Such boards foster dialogue and transparency, keeping community interests at the forefront of decision-making.

Studies show that districts practicing open communication and accountability see higher public support and improved relations with local stakeholders. By involving the community in these processes, districts can strengthen the perception of fiscal responsibility.

A call to action for superintendents and boards

As legislative sessions begin and districts prepare budgets, superintendents and boards face a pivotal moment. This election cycle emphasizes the public���s desire for transparency, responsible spending and investment in proven educational priorities.

With ESSER funding winding down and calls for tighter budgets, district leaders have a unique opportunity to demonstrate leadership by adopting proactive financial measures and community engagement strategies.

• Work with legislators early. Engage with state representatives to advocate for flexible, reliable funding that meets your district���s needs. Building relationships early in the legislative session allows superintendents to voice concerns, suggest budget provisions and influence education policies that affect local communities.
• Align budgets with public sentiment. Voters have expressed a clear preference for transparency and investment in core educational services. Use budget development to highlight responsible spending, focus on effective programs and set measurable goals that resonate with community values.
• Strengthen community engagement and communication. Invite feedback through public forums, online surveys and advisory committees. Proactively sharing fiscal plans and being open to public input helps build trust, reducing the risk of backlash as districts face economic constraints.
• Collaborate with the board on fiscal policies. Partner with your board to establish clear policies on fiscal oversight, including third-party audits and transparent reporting. These policies safeguard public resources and reinforce accountability, preparing your district for a more scrupulous financial landscape.

Building a resilient education system through community engagement

Community engagement plays a vital role in shaping district success. Public opinion research reveals that families value districts that are transparent and proactive in addressing local needs. Districts should embrace this expectation, using tools like town halls, surveys and feedback forums to foster trust and responsiveness. Transparent engagement improves public perception and promotes sustained investment in education.

Navigating the future of education policy together

The 2024 election results underscore the need for a balanced approach to funding, governance and accountability in public education. For district leaders, the implications are clear: remain engaged with your communities, foster transparency in decision-making and align initiatives with public values.

The work of education leaders is increasingly complex but by embracing public expectations, districts can build a resilient, community-driven education system. Through continuous engagement, transparency and a commitment to local needs, superintendents can cultivate trust and demonstrate fiscal responsibility.

For additional insights or to discuss strategies, contact us at michael@increaseconsulting.net or dana@edu-solve.com. By working together, we can shape policies that build sustainable and impactful education for generations to come.

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Preliminary numbers show 10,000 separate bans last school year, compared to about 3,300 in 2022-23, according to PEN America, the anti-censorship organization. Amid the steep rise, several books���including works by James Baldwin and Agatha Christie���were banned for the first time, the nonprofit advised.

Many bans singled out sexual content, leading schools to remove books about rape and sexual abuse. LGBTQ themes, and books about race or racism were also frequent targets. “Our numbers are certainly an undercount, as stories of book bans often go unreported,” PEN America advised. “These numbers also do not account for the many reports of soft censorship, including increased hesitancy in book selection, ideologically-driven restrictions of school book purchases, the removal of classroom collections, and the cancellations of author visits and book fairs.”

About 8,000 bans occurred in Florida and Iowa. A Florida law that went into effect in July 2023 mandates that any book challenged for “sexual conduct” be removed while officials are reviewing it. Subsequent state guidance on the law has made the restrictions even tighter, PEN America notes.

An Iowa law, enacted over the same summer, requires that all materials are ���age-appropriate,��� a standard that prohibits any description or depiction of a ���sex act.��� Thousands of book bans resulted last school year, a sharp increase from the 14 bans occurring over the two years prior.

PEN America described a law that went into effect in Utah this summer “the most extreme state book-banning bill currently in place.” A book is banned statewide when three districts remove it. Some 13 books have so far been prohibited. Similarly, a new law in South Carolina gives the state Board of Education the power to ban books statewide.

Book bans target new titles

The following books appeared on PEN America���s “Index of School Book Bans” for the first time in 2023-24:

• Roots: The Saga of An American Family by Alex Haley
• A Tree Grows in Brooklyn by Betty Smith
• How Stella Got Her Groove Back by Terry McMillan
• Black Reconstruction in America, 1860-1880 by W.E.B. DuBois
• Death on the Nile by Agatha Christie
• The Kitchen God���s Wife by Amy Tan
• How the Garcia Girls Lost Their Accents by Julia Alvarez
• Finding Junie Kim by Ellen Oh
• Go Tell It On the Mountain by James Baldwin
• Prodigal Summer by Barbara Kingsolver
• 永顎糸糸庄稼��� by Julie Murphy
• Blade Runner (Do Androids Dream of Electric Sheep) by Philip K. Dick
• Cold Sassy Tree by Olive Ann Burns

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Utah’s state Board of Education has just released a ��� that includes books by acclaimed authors Judy Blume and Margaret Atwood and several wildly popular best-sellers by romance and fantasy author Sarah J. Maas. A new state law requires all districts to remove any books banned by at least three other districts���which means the “No-Read List” is likely to grow, PEN America warns.

���It is a dark day for the freedom to read in Utah,��� said Kasey Meehan, Freedom to Read program director at PEN America. ���The state���s No-Read List will impose a dystopian censorship regime across public schools and, in many cases, will directly contravene local preferences. Allowing just a handful of districts to make decisions for the whole state is anti-democratic, and we are concerned that implementation of the law will result in less diverse library shelves for all Utahns.���

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Utah’s guidance further urges districts to “dispose” of the books and bars schools from re-selling or re-distributing the titles.

���To make matters worse, the implementation guidelines are vague and will undoubtedly result in dumpsters full of books that could otherwise be enjoyed by readers,��� Meehan added. ���While the final guidance stops short of calling for book burning, the effect is the same: a signal that some books are too dangerous, and that the state has the authority to prohibit them.”

The 13 banned titles:

• A Court of Thorns and Roses by Sarah J. Maas
• A Court of Frost and Starlight by Sarah J. Maas
• A Court of Mist and Fury by Sarah J. Maas
• A Court of Silver Flames by Sarah J. Maas
• A Court of Wings and Ruin by Sarah J. Maas
• Empire of Storms by Sarah J. Maas
• What Girls are Made of油by Elana K. Arnold
• Milk and Honey by Rupi Kaur
• Forever by Judy Blume
• Tilt by Ellen Hopkins
• Fallout (Crank, Book 3)油by Ellen Hopkins
• Oryx and Crake by Margaret Atwood
• Blankets by Craig Thompson

Previous 91心頭 coverage of book bans:油

• Book bans are hitting new heights this school year
• Book bans are the new ���Scarlet Letter��� anti-censorship group warns
• How the accelerating pace of school book bans is swallowing up new topics

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Overruling Chevron deference

A recent ruling by the U.S. Supreme Court has effectively overturned an important precedent that may fundamentally hinder the Department of Education’s ability to implement regulatory changes, handle students’ discriminatory complaints and ramp up college oversight, current and former department staffers told .

The 1984 ruling set the rulemaking standard coined “Chevron deference,” which involved federal judges deferring interpretation of a complicated, often ambiguously written law, to a government agency with relevant expertise on the topic, such as the Department of Education. However, the Court effectively buried this important precedent in its recent ruling on Loper Bright Enterprises v. Raimondo,油reinstating the judicial branch’s power.

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As a result, federal regulations, such as Biden’s and , could be significantly weakened. Similarly, the Biden administration’s attempt to student loans would be impossible as well.

���President Biden���s proposal for student loan forgiveness involves significant interpretation of the statute,��� Mark Kantrowitz, a higher education expert, told . ���This makes it more vulnerable to legal challenge.���

Will Project 2025 come into play?

A 900-page manuscript written by conservative think tank Heritage Foundation has outlined an ambitious plan to overhaul key areas of the federal government to increase the power of presidential nominee Donald Trump if he were to win in the fall. The 2025 Presidential Transition Project, nicknamed , described eliminating the regulatory power of the Department of Education and its control over federal funding, writes.

The manuscript suggests handing over federal funding to the states. Consequently, Title I funding, which is responsible for setting aside money for underresourced students, would be nullified and converted into no-strings block grants to states. Moreover, agencies within the department would cease to exist; discriminatory complaints reviewed by the Office of Civil Rights would move to the Department of Justice, and college loans handled by the Federal Student Aid office would be privatized. Consequently, income-driven repayment plans recently enacted by Biden would be phased out.

Other key implementations include axing federal initiatives involving “sexual orientation and identity; “diversity, equity and inclusion;” and “reproductive rights,” and providing parents more latitude to sue an institution if they perceive that their child is being mistreated.

“If implemented, [Project 2025] would visit considerable disruption to our public education system, which is, of course, the point,” Peter Greene, a K12 policy expert, writes in Forbes.

Trump, however, has distanced himself from the Heritage Foundation’s efforts despite close allies being attached to the initiative, per .

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House Republicans are moving to slash federal education spending by $11 billion, endorsing a that油falls $14.5 billion below 油budget request.

The FY 2025 bill, approved by an appropriations subcommittee, would reduce funding for Title I state grants by 25%, hurting schools that receive supplemental aid for enrolling 40% or more children from low-income families, according to a bill . The GOP-led House reasoned that student test scores continue to decline despite year-over-year increased funding and a nearly $200 billion boost in pandemic-based aid.

Furthermore, any program “support[ing] organizations that seek to undermine the unity of our country and… that are duplicative or narrowly tailored to a small set of recipients” will be axed. For example, programs related to advancing racial equity and support for underserved communities through the federal government will not be eligible for funding, according to .

Lastly, weekend teacher training workshops would be eliminated in the measure, which must next be approved by the full Appropriations Committee.

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Democrats raised dire alarms, accusing its GOP counterpart low-income students.

Despite the slashes, several facets of K12 could see elevated funding, including:

• STEM education: $135 million
• New grants for school safety infrastructure: $135 million
• Special education: $30 million
• School resource officer training: $20 million
• Charter schools: $10 million
• Career and technical education state grants: $10
• : $5 million

“The bill pushes back on the Biden 91心頭istration���s out-of-touch progressive policy agenda, preventing this White House from finalizing or implementing controversial rules or executive orders,” House Appropriations Committee Chairman Tom Cole (R-Okla.) said in the markup session. “Each dollar is directed toward initiatives that truly help our communities, students and workforce.”

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The devices cherished by students and adults alike now face bans in entire states and some of the nation’s largest districts. On Tuesday, Los Angeles USD approved the , which will take effect in January and also targets social media.

���It is time to formulate a legal strategy that contemplates, but is not restricted to, litigation against social media entities that use algorithms designed to directly appeal and eventually develop, an unhealthy addiction with mental and physical deleterious consequences for our youth,��� Superintendent Alberto M. Carvalho said in a statement. ���When coupled with social media, phones are a harmful vehicle that negatively impacts young people.���

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���Kids no longer have the opportunity to just be kids,��� added LAUSD school board member Nick Melvoin, the sponsor of the ban. ���I���m hoping this resolution will help students not only focus in class but also give them a chance to interact and engage more with each other���and just be kids.���

The entire state of California may soon vanquish cellphones from its K12 system. this week that he intends to work with state lawmakers in the coming months to “severely restrict” the presence of phones in public schools.

Newsom spoke to the news outlet the day after U.S. Surgeon General Dr. Vivek Murthy called for placing warning labels on social media to alert children and parents to potential health risks that include depression and anxiety. “When children and teens are in school, they should be focused on their studies���not their screens,” Newsom told Politico.

Florida, Indiana and Ohio have enacted statewide restrictions on cellphones in schools. Lawmakers in South Carolina are���with full support from education officials and teachers���embedding cellphone restrictions in the state budget. To continue to receive state funding, districts must adopt a ban that will soon be created by the state’s department of education, .

LAUSD was not the only district that took action on Tuesday. Marietta City Schools in Georgia also banned cellphones for middle school students in a unanimous school board vote.

“We really want kids to be focused on learning,” said Superintendent Grant Rivera in a statement reported by. “Cellphones, smartwatches, and social media have significant impacts on our students’ learning and mental health. School should be a place to learn and grow; that can’t happen if students are distracted by their phones.”

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Understanding the problem

Transgender students often face significant challenges in the school environment, including bullying, discrimination, and lack of access to appropriate facilities. According to the National Center for Transgender Equality, nearly 75% of transgender youth feel unsafe at school. This pervasive lack of safety can lead to severe consequences, including higher rates of absenteeism, lower academic performance, and mental health issues.

The 2024 Title IX regulations specifically mandate that schools address harassment based on gender identity, making it more crucial than ever to take proactive steps.

But several states have declared their intention not to comply with the new Title IX regulations related to gender identity discrimination, including Florida, Texas, Oklahoma, and Arkansas. These states argue that the new Title IX regulations conflict with state law and contradict the original purpose of Title IX. If you live in such a state, consult your general counsel on your legal obligations.

Practical solutions

1. Policy review: Start by reviewing your district���s current policies to ensure they are inclusive of transgender students and compliant with the new Title IX regulations. This includes anti-bullying policies and Title IX harassment procedures, as well as dress code and facility access policies.

2. Training and education: Provide regular training for staff on issues related to transgender inclusion. This training should cover the basics of gender identity, the specific challenges faced by transgender students and strategies for creating an inclusive classroom environment.

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The 2024 Title IX regulations also require all employees be trained on conduct that constitutes gender identity-based harassment. Consider bringing in experts from local LGBTQ+ organizations or hiring an attorney with knowledge of these issues.

3. Support systems: Establish support systems for transgender students. This could include access to on-site counseling, peer support groups, peer mentors and designated safe spaces where students can feel secure and supported.

4. Accessible facilities: Ensure all students have access to facilities, such as bathrooms and locker rooms, that correspond to their gender identity. This is required in some states, such as those in the Fourth Circuit, as a result of recent litigation.

Also have gender-neutral, single-stall facilities for students who do not feel comfortable in a multi-stall facility for whatever reason, whether that is due to their gender identity or their religious convictions.

5. Inclusive curriculum: Where not prohibited, incorporate LGBTQ+ topics into curriculum to promote understanding and acceptance among all students. This can be integrated into subjects such as social studies, the sciences, English and health education.

LGBTQ+ history and innovations by LGBTQ+ individuals can be incorporated into curriculum instead of having a separate lesson that may make transgender students feel alienated.

6. Inclusive language: Use inclusive language and examples that reflect LGBTQ+ identities in classroom materials and discussions. Calling students ���friends��� instead of ���boys and girls��� and asking students what name and pronouns they use at the start of the year can go a long way in helping transgender students feel like they belong.

7. Engage with the community: Host informational sessions and create resources to educate the community about gender identity and the importance of inclusivity. Partner with local LGBTQ+ organizations to provide additional resources and support for students and staff, such as outside support groups and alternative proms.

8. Legal compliance: Regularly consult with legal counsel to ensure your school district���s policies and practices comply with the law. This is a rapidly changing landscape and vigilance is required.

Moving forward

Creating a supportive environment for transgender students is a continuous process that requires commitment and proactive effort. By taking these initial steps, you can ensure that your school district complies with legal requirements and fosters a culture of inclusivity and respect for all students.

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