Erased From the Permanent Record: Data Collection Practices and Non-binary Student Experiences in School

Authors

Ashley Carey, Sacred Heart UniversityFollow
Peter Piazza, Stonehill College

Document Type

Peer-Reviewed Article

Publication Date

2026

Abstract

State education data systems often undercount non-binary students, constraining schools’ ability to support them. This study examines the scope and implications of non-binary erasure in school data collection. Drawing on survey responses from nearly 13,000students across seven Massachusetts districts, we find that current practices substantially undercount non-binary students, who also report less positive experiences of school culture, including student–teacher relationships, belonging, and emotional safety. Although inclusive data could guide efforts to create more supportive environments, districts face growing political resistance from parent organizations aligned with the White Christian Nationalist movement. These groups frame inclusivity as a threat to parental rights. We argue that state-level policies mandating inclusive gender data practices are needed to affirm the presence of non-binary students, protect districts from politicized backlash, and enable leaders to prioritize equity in school improvement.

Comments

Open access

DOI

10.14507/epaa.34.9413

Recommended Citation

Carey, A.P., & Piazza, P.  (2026). Erased from the permanent record: Data collection practices andnon-binary student experiences in school.  Education Policy Analysis Archives, 34(24). Doi: 10.14507/epaa.34.9413

Creative Commons License

This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.