School Consultation

Engaging with Gender and Sexuality Diversity (GSD) in educational settings creates wonderful opportunities for learning and building community. And because every school is unique, getting to know the culture and essence of your community is our first priority. Only then are we able to: (1) Pose the right questions (2) Address pertinent concerns (3) Support what you do well (4) Translate the challenges you face.

Personalized Assessment

In order to understand the uniqueness of each school, we begin with a thorough assessment.

This process may include:

  • speaking/meeting with administrators
  • looking through policies, reports, strategic plans
  • examining the school website’s intentional/unintentional messaging
  • reviewing previous professional development efforts related to GSD
  • reading student, parent, faculty handbooks
  • assessing curriculum

Jennifer Bryan has significantly helped increase the sensitivity and sophistication of our school’s approach to gender and sexuality diversity. I especially appreciate the way Jennifer tailored presentations and guided discussions in the manner most relevant to different groups. Jennifer promoted excellent reflection about governance issues when working with our Trustees, about school leadership issues when working with our senior administrative team, and about the dynamics inside and outside the classroom when working with our faculty. Thanks to Jennifer’s wise counsel, our school continues to make heartening progress toward the goal of every single member of our community feeling respected and affirmed for every aspect of their identity.

John C. Warren, Head of School, St. Mark’s School, Southborough, MA


Our aim is to create an open, inquisitive, environment where it is okay to know and not know, acceptable to agree and disagree, safe to take risks.

We can engage with a group of 200 or cohort of 10, providing dynamic, up-to-date programs that appeal to a range of learning styles for:

  • Administrative Teams
  • Faculty and Staff
  • Coaches
  • Residential Life
  • Trustees
  • Parents
  • Students
  • Community Members

Jennifer Bryan presented to our Shady Hill School Pre-K-8 community today. First she visited classes that included our youngest lower school children and then facilitated appropriate activities in middle school classes. It was crucial for us to maximize Dr. Bryan’s expertise and engage with as many of us as possible.  In order to raise the ever-changing topic of Gender & Sexuality Diversity to a mindset that is free from stereotypes, all constituents must hear the same message. This enables community members to share a common language and advance expectations of school respect. At the evening family presentation Jennifer poignantly integrated student schema, queries and depth of discussion from each grade. I had the privilege of guiding and observing Dr. Bryan deliver the same information in developmentally appropriate ways for each audience. She carefully flipped behavioral realities (usually thought of as abnormal) with a sense of humor that awakened us to actual normal human behavior.

Tahira Wilson Guillermo former Director of Diversity, Equity & Inclusion Shady Hill School Cambridge, MA

School Visits

School visits impact learning on many levels. Being immersed in your community lets us offer immediate support and demonstrate ways to use a variety of pedagogical tools.

Invite TFC to spend the day at your school and we will:

  • model developmentally appropriate language and skills
  • read GSD books with kids
  • facilitate discussions in classrooms
  • build/test curriculum with teachers
  • discern what your students know and invite them to know more
  • meet student groups; join lunch table conversations
  • observe social dynamics; offer recommendations
  • deeply appreciate the work that you do as a school

By May the seniors in my Humanities class are accomplished readers, thinkers and writers. With graduation just weeks away, I shift the focus to a different kind of “college readiness,” one that will help my students distill the potent, sensitive and nuanced ideas surrounding gender and sexuality diversity. We read Middlesex by Jeffrey Eugenides and a selection of contemporary articles about gender and sexuality, and inevitably, the seniors are full of questions about the literature, themselves and the world. At this juncture I invite my former teaching colleague Jennifer Bryan in to talk with the class because I know that even if she can’t answer all of their questions, she will give them tools and language with which to think about these complex issues. In addition to offering developmental theories and defining relevant terms, Jennifer demonstrates various aspects of identity via popular media and lets those images speak for themselves. This blend of theory, film clips and personal anecdotes offers students a compelling experience, confirming what they already suspect to be the truth about gender and sexuality diversity but may not yet have been able to articulate.

Nancy Henderson former Chair, Humanities Department, Academy at Charlemont, MA