Navigating Gender Identity Disclosure: Psychosocial Profiles and Characteristics Among Canadian Teens - A Response to Saskatchewan's Bill 137

In August 2023, the Government of Saskatchewan revised Chapter 46 of The Education Act, 1995, requiring teachers to inform parents if students under 16 wish to change their name, pronouns, or gender expression. This amendment, Bill 137, poses risks for sexual and gender minority (SGM) youth, including potential rejection from unsupportive families and involuntary disclosure of their gender identity. Prior to this policy change, the UnACoRN Study, involving 9,674 participants across Canada and the US, explored where youth receive affirmation or denial of their identities, including in school environments. Using the UnACoRN data, this project examines correlations between support systems, risk factors, and disclosure strategies among Canadian students aged 15-17 who reported a minoritized gender identity. Using descriptive analysis and Pearson's Chi-squared test, the study identifies significant differences between two groups: those who disclosed to both teachers and parents (n=731) and those who only confided in teachers (n=242). The analysis considers trans experience, gender identities, racial backgrounds, and parents’ place of birth, with sensitivity analysis for students aged 15. These findings highlight SGM youth's complexities in navigating disclosure within evolving legislative frameworks. The research underscores the importance of reflecting on policy implications and support systems to mitigate the mental and physical health risks SGM youth encounter in the current social climate.