The Locker Room Itself
Improving school facilities with solidarity in mind
When I was a principal I used to receive big, glossy purchasing catalogs in my mailbox. It wasn’t my area of expertise, but I was always interested in the furniture and facilities catalogs — because how you design a space has a big impact on how people behave in the space.
I’ve been thinking of this recently as it relates to discussions about locker rooms and students of diverse identities. The companies that design locker rooms are thinking about this too — as well as other ways to improve the learning environment.
In one extensive online catalog called “SchoolFix,” you’ll find a little of everything, from “must-have” equipment “to prevent break-ins,” to bulletin boards with “professional fit and finish.” You can also find this guidance about inclusivity:
“It’s more important than ever that locker rooms be designed with inclusiveness in mind,” including more privacy for bathrooms and changing rooms. The catalog rightly notes, “Schools need to make sure that all groups of students feel safe and secure no matter where they are on campus, especially locker rooms.”
Locker rooms are just one of many areas where facilities need to catch up with current expectations and norms. Many locker rooms haven’t even caught up to the norms of past decades. Very few kids bathed in the group showers when I was in high school in the early 90s. But then, as now, many locker rooms have just a few simple sections: the big locker area, the big group shower, and the bathroom stalls with doors that don’t allow full privacy.
Whether it was generations ago or today, no matter the grade level or identity, young people expect more privacy when it comes to changing in locker rooms and using bathrooms. What is the state of things in your school? And how are people talking about it?
Some Vermont schools working on matters of gender inclusivity and common spaces have been targeted by national media that tell flawed and incomplete stories, increasing local feelings of derision and division. But even school communities not in the national spotlight are bound to experience strong emotions when it comes to such topics. School officials may be simply following state regulations, but local communities can still become divided.
Focusing certain discussions on improving school facilities could be a productive way of channeling people’s thoughts about locker rooms, access and privacy.
I’m not saying we should avoid important conversations — and listening sessions — that affirm the humanity of queer and trans students. They deserve acceptance, love, and — as people in our communities “targeted for harm” — they deserve support and protection, too.
And a “solidarity dividend” awaits us — because centering the needs of the vulnerable is often the best way to meet the needs of all. This is the case whether we’re talking about school meals, reading instruction, culturally relevant teaching, or upgrading school facilities for all-gender inclusivity.
Students will be grateful if we consider other facilities upgrades while we’re at it, such as fixing water fountains that only trickle, improving dark parking lots with better lighting, and putting AC in those south-facing classrooms that swelter in the hot months. Teachers and paraprofessionals will appreciate such improvements too!
Intentionally seeking common ground is important in a polarized time. Investments in public infrastructure, like improving school facilities, can be a way to work toward solidarity and to create healthy learning and living environments for every child in town.
