This study proposal will provide a theoretical framework based on persuasive communication theories for educators seeking to make their curriculum more gender inclusive for contemporary school settings. The authors argue that too many U.S. public schools lack educational materials for young students in health classes about the value of understanding and respecting gender diversity and all individuals on the gender spectrum (i.e., nonbinary gender, gender fluid, transgender, cisgender, agender, etc.). On the whole, a majority of educators may agree that health/sex education classes in both elementary and middle schools should require some gender diversity instruction, since it could conceivably be one of the most important ways that these institutions can help students to establish early on positive relationships with their own bodies and healthy, constructive attitudes towards their peers' self-identifications. Yet, the reality is that very few states require institutions to provide this type of health-related information beyond the standard binary gender anatomy, physiology, and reproductive history (Leins, 2019; Laslett, 1989). Therefore, this communication-based proposal is focused on the twin goals of awareness and implementation of age-appropriate course materials for educators working with children in the 5-7 age range on topics surrounding a greater understanding and respect for gender diversity in oneself and others. A process model approach that reaches these young learners before they form strict binary gender views and stereotypes can help educators working with vulnerable school-aged children in the gender minority (Cross & Madson, 1997). Relevant qualitative theories include Weinstein and Sandman's Precaution Adoption Process Model, McGuire's Persuasive Communication Model, and Bertalanffy's System Theory (Schiavo, 2014; Bertalanffy, 2015). [For the full proceedings, see ED626585.]