"[We] Try to Do Due Diligence to... Bring That Awareness": How School-Based Mental Health Professionals Support Students with Complex Gender Identities in Schools.

This article examines how school-based mental health professionals (SBMHPs) support students with complex gender identities, such as transgender and nonbinary youth, within the framework of the National School Social Work Practice Model 2.0. Drawing on qualitative interviews and policy analysis from 17 New Orleans public charter schools, the study found that SBMHPs provide support through direct student assistance, tracking of names and pronouns, and proactive education about gender identity, despite a lack of formal school policies addressing these issues. The research highlights mixed perceptions of SBMHP effectiveness, potential risks in information tracking practices, and the challenges posed by increasing anti-LGBTQ+ legislation. It concludes that school social workers must engage in practice, research, policy, leadership, and advocacy to promote educational equity and create supportive school climates for youth with complex gender identities.