Erased from the permanent record: Data collection practices and non-binary student experiences in school

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 13,000 students 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.