In 2011, Stanford Medicine lecturer Maya Adam, MD, had just finished teaching her undergraduate course on critical issues in child health when a student approached her with some feedback. “I loved your class, but you are missing one issue,” the student said. “You need a lecture on transgender children’s health.”
Adam’s response was “You’re right … but I know so little about that.” Her own medical training had never mentioned transgender children; she was unsure what difficulties they faced. Adam soon realized this knowledge gap was common, not just among physicians but also among teachers and other professionals who work with kids.
Dr. Karen McDowell 