1. Read the case study.

2. Identify the stakeholders within the case study.

3. Determine if the stakeholder is an immediate or secondary stakeholder.

4. Breakdown the perspective of the stakeholder.

5. add more if needed

Read the case study below and answer the following questions:

Timmy, a student in Ms. Grover's class, often was teased by classmates because he displayed what some interpreted to be "girl" qualities. Ms. Grover had been warned of this situation by Mr. Franks and Ms. Puterio, Timmy's previous teachers. In fact, ever since Kindergarten, teachers and administrators had noticed not only that Timmy preferred to play with girls, but that he preferred what they considered stereotypically "girl" toys and books.

Mr. Franks noted that, as a Kindergartener, Timmy gravitated toward playing with costumes. He especially liked a princess gown and tiara. Other children didn't seem to care, though some made an occasional remark about those being girls' clothes. Mr. Franks always stepped in quickly to say that all the clothes and toys were for everybody. Timmy's mother, who picked him up from school and often saw him playing with dresses or carrying around a doll, never mentioned any concerns.

Timmy's first and second grade teachers handled the situation similarly, but noticed the teasing slowly intensifying. Ms. Puterio was quick to defend Timmy. She also noticed that the girls who had been friends with Timmy began to nudge him out of their social circles and join in on the teasing. She spoke with the girls about this, urging them to be nicer, but it didn't help. Timmy, however, did not seem upset about losing friends.

One day, Ms. Grover noticed several students were standing around Timmy's desk, pointing and laughing. "What's going on?" She inquired.

"Timmy's a girl!" one student shouted, eliciting laughter from classmates.

"He painted his fingernails, like a girl," another student giggled.

"It's just one nail," Timmy muttered, bending forward and hiding his face in his arms, which were crossed on the desk.

Ms. Grover could see the pinky nail on his left hand was painted white. "Everybody take your seats. There will be no teasing in this classroom."

As the students sat down Ms. Grover kneeled next to Timmy's desk and asked. In a whisper, "Does your parents know you painted your fingernail?"

"My mom knows," he whispered back, tears in his eyes. "She only let me paint one."

Ms. Grover felt conflicted. On the one hand, she knew children could be brutal over gender identity and most bullying at school happened beyond the earshot of teachers. She also knew that the staff could not completely protect Timmy from the increasingly harsh bullying he might endure in future years.

Part of her wanted to urge Timmy's parents to help him try to fit in better at school, maybe even help him try to make friends with boys. Another part of her wanted to build a safe environment for Timmy exactly as Timmy was, but she knew that would take a school wide effort and she was sure not everybody would be on board. She also figured she needed to find an educational way to address what was going on with her students despite not fully understanding it herself, and without further alienating Timmy.

Problem	Implicit/Explicit	Equitable Outcome	Immediate/Systematic	Equitable Response Plan
	Implicit/Explicit		Immediate/Systematic
	Implicit/Explicit		Immediate/Systematic
	Implicit/Explicit		Immediate/Systematic
	Implicit/Explicit		Immediate/Systematic

Stakeholder	Immediate/Secondary	Perspective	Prospective Challenge
	Immediate/Secondary
	Immediate/Secondary
	Immediate/Secondary
	Immediate/Secondary
	Immediate/Secondary
	Immediate/Secondary