Aiden’s Story: Finding Belonging

Aiden*, a 10th grader who uses they/them pronouns, transferred to Lincoln High at the start of the semester. Nervous about fitting in, Aiden worried how classmates and teachers would respond to their identity. During the first week, they hesitated to share their pronouns—until they walked into the drama club meeting and saw a bright sign on the door: “Welcome! Please share your name and pronouns.”

Inside, Ms. Ramirez, the club sponsor, went around the circle and introduced herself, explicitly using her own pronouns. When it was Aiden’s turn, they quietly said, “I’m Aiden, and I use they/them.” The room fell silent for a moment—and then one by one, every student repeated Aiden’s name and pronouns back. The simple act of listening and using the correct pronouns made Aiden feel seen.

Over the next few meetings, club members pinned pronoun badges to their lanyards, created an “All Are Welcome” poster that included a rainbow of pronouns, and encouraged friends to ask respectful questions. When some students initially stumbled over unfamiliar pronouns, others gently reminded them—it became clear that mistakes could be repaired through kindness and effort. By the end of the month, Aiden felt confident contributing ideas, acting on stage, and even helping design the club’s year-end showcase.

Reflection Prompt:

Think about Aiden’s experience and the actions their peers and teacher took. What emotions might Aiden have felt at the beginning and end of this story? How did simple acts—like introducing pronouns and making a welcoming sign—change the environment?

Guided Discussion Questions

Use these prompts to guide your group conversations after reading LGBTQ Inclusion Case Study. Encourage students to cite examples, share personal connections, and build on one another’s ideas.

1. Emotional Journey
   a. How might Aiden have felt when entering Lincoln High for the first time?
   b. How do you think their feelings changed by the end of the story?
   Follow-up: What specific actions or words contributed most to that change?
2. Power of Pronouns
   a. What role did introducing and using correct pronouns play in making Aiden feel seen?
   b. Why is it important for allies to learn and respect someone’s pronouns, even if it feels unfamiliar at first?
3. Small Actions, Big Impact
   a. Identify two simple gestures the drama club used to create a welcoming space (e.g., pronoun badges, posters).
   b. How could you adapt one of those gestures in another part of our school?
   
   
   
   
   
   
   
   
4. Overcoming Challenges
   a. What challenges might arise when someone stumbles over new pronouns or terminology?
   b. How can we respond with kindness and patience when mistakes happen?
   
   
   
   
   
   
   
   
5. Extending Inclusion
   a. In what other school spaces (classroom, cafeteria, sports fields) could we intentionally foster LGBTQ inclusion?
   b. Brainstorm one concrete idea your group could propose and share with the class.

Teacher Note: Circulate among groups to prompt deeper thinking (e.g., “Can you give an example from our school where this would help?”) and capture key insights on chart paper for whole-class sharing.

Inclusive Space Worksheet

Group Members: ____________________________________________

School Space to Make More Inclusive: ________________________

Part 1: Brainstorm Ideas

1. Idea #1

• What is it?
• Why would this make the space more welcoming?

1. Idea #2

• What is it?
• Why would this make the space more welcoming?

Part 2: Sketch Your Plan

Draw your design for this space here. Include signs, colors, symbols, seating, or other features that show LGBTQ inclusion:

Part 3: Action Steps

List three concrete steps your group will take to bring this design to life:

Part 4: Reflection

How will your design support and welcome LGBTQ students? What challenges might you need to address, and how will you overcome them?