Matt Zalaznick's article, “Creating Inclusive Climates,” offers suggestions on how schools can support transgender students and improve school climates by educating peers about class and teachers about the needs and experiences of transgender children. The need for such education begins at the elementary school level with many students beginning to identify as transgender as early as the age of the average kindergarten child. Although the implications of Title IX protections state that schools must not discriminate against students based on sex, many districts have strengthened the wording with amendments to include specific wording to include stronger protections for transgender students. Leaders must ensure there are adequate • Reduced mental health problems. (Less cases of depression and suicidal thoughts among transgender students.) • Greater acceptance among transgender students' peers. (Students look to those in a position of authority to gain a sense of appropriate behavior.) These broadened perspectives will extend into the community and, hopefully, over time create a more supportive and accepting society. Personal Reflection This article highlights the ways in which our school and district are failing these students. We claim to be an inclusive “place,” but truth be told, we only feel comfortable if you conform to our definition of “normal.” The article suggests that, at a basic level, we can include literature that presents different family structures as an introduction to accepting differences. Last year, our library had a picture book, And Tango Makes Three, about two male penguins who were in a relationship and wanted to start a family like other penguin couples. The moment the “content” was brought to the attention of our librarian, the book magically disappeared from the shelf. The issue was raised before a faculty meeting, and the majority of faculty agreed with the book's removal from the shelf. The sad part is that we have a couple of children within the school who have a family structure that resembles the characters in the book. I was fortunate to grow up in a family that did not discriminate based on color, religion, socioeconomics, gender, or sexual orientation, but I quickly learned that my opinions are not similar to those of my peers. Here in South Mississippi we are “out of step with the times” and out of alignment with the rest of the nation when it comes to meeting the needs of LGBT students. How can we attempt to bridge this gap when so many teachers and administrators do not agree with or believe in LGBT "lifestyle and choices"?