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.

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