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"note": "Contents
- Foreword
- Introduction
- 82% of transgender young people had experienced bullying in school on the grounds of being LGB or T
- 68% of trans young people who had experienced bullying said that it negatively affected their educational attainment
- Only 24% of LGBT young people would feel confident reporting transphobia in school
- 27% of trans young people left education as a result of homophobia, biphobia or transphobia in the learning environment
- 63% of transgender young people experienced suicidal thoughts or behaviours
- 59% of transgender young people had self-harmed, and that
- 83% of transgender young people who had experienced mental health problems, had been bullied at school.
- Prejudice and discrimination resulting from (actual or perceived) sexual orientation or gender identity
- Negative responses and rejection (feared or experienced) from friends, family and services
- Pressure to conform to gendered norms and expectations of heterosexuality
- Not coming out as a result of these pressures and fear of experiencing homophobia, biphobia or transphobia
- All young people (including transgender young people) have the right to an education and to participate in the broader life of their school
- All young people (including transgender young people) should be protected from discrimination, harm and abuse
- All young people (including transgender young people) should be involved in all decisions affecting them, understand any action which is taken and why; and be at the centre of any decision making
- All young people (including transgender young people) have the right to an identity and for this to be respected
- All young people (including transgender young people) have the right to a private life. Being transgender is not a child protection or wellbeing concern in itself (see more on confidentiality and information sharing' on page 35).
- Promoting health and wellbeing of self, colleagues and the children and young people in my care.
- Building and fostering positive relationships in the learning community which are respectful of individuals.
- Embracing global educational and social values of sustainability, equality, equity, and justice and recognising children’s rights.
- Respecting the rights of all learners as outlined in the UNCRC and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their wellbeing developed and supported.
- Committing to social justice through fair, transparent, inclusive, and sustainable policies and practices in relation to protected characteristics, (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race,...
- Ensuring play and learning options are gender neutral
- Ensuring feedback is consistent (boys and girls aren't praised for different things)
- Using books and resources which challenge gender stereotypes and include transgender people
- Participating in transgender commemorative and celebratory days (such as LGBT History Month and Transgender Day of Visibility alongside other commemorative days (such as International Women’s Day).
- Bullying and safety
- Coming out
- Changing name, recorded sex and pronouns
- Toilets and changing rooms
- School uniform
- Social dancing, PE and school sport
- Promoting Health and Wellbeing
- Day and residential trips and other activities
- Name calling, rumour spreading and gossip about a young person's transgender identity
- Physical attack (which may become a police matter).
- Excluding someone from conversations, activities and games
- Stealing from someone or damaging their property with homophobic, biphobic and/or transphobic graffiti
- Threatening someone or spreading rumours through texts or social media
- ‘Outing' or threatening to 'out' someone to peers, teachers or family
- Gestures, looks and other non-verbal communication
- Harassment and/or intimidation
- Deliberately using the wrong name and/or pronoun. This is different from people trying their best and making a mistake.
- Because others think that they are transgender
- Because they have transgender family or friends
- Because they are seen as different or not conforming to traditional gender stereotypes.
- Identify the feelings that cause them to act this way
- Develop alternative ways of responding to these feelings
- Understand the impact of their behaviour on other people
- Repair relationships.
- Recognise that simply listening can help
- Explore with the young person the options open to them
- Take the views of young people seriously, considering what they want to happen next
- Remember to consider the privacy of young people and any legal impact of sharing information with others
- Take steps to address any underlying prejudice in the school
- Address any transphobic language used in school environments.
- Local authority and school anti-bullying policies should specifically mention transphobic bullying and/or gender identity
- Staff, young people, parents and carers should know about anti-bullying policies and school procedures
- Teachers should educate young people about transgender issues and work towards creating a culture of respect. Age appropriate resources highlighted in the resources section in this document may help
- All incidents of discrimination, intimidation, harassment or violence should be thoroughly investigated
- Young people should be informed about the outcome of any investigation and supported to recover from the impact of bullying
- Anti-bullying approaches should be embedded within the whole-school approach to inclusion and respect for all young people.
- Coming out can be a lifelong process
- Only an individual can decide when and who to tell
- Coming out is a personal choice; and people should not feel forced to 'come out' to others if they don't feel ready to do so.
- Don't panic: they don't expect you to be an expert
- Say 'thank you': the fact that they have trusted you enough to speak to you is a privilege
- Ask what support you can give: listen to what they say, and repeat it back to check you've understood correctly
- Don't agree to anything you're not sure of, seek further information and support for yourself and the young person if needed. The resources section in this document may help.
- Don’t say ‘it’s just a phase’ as this can diminish the importance of the issue for the young person
- Ask what name and pronoun you should use to address them. Check if that's all the time or in certain circumstances
- Ask if you can share information and with whom
- Arrange a time to meet up again, to check in and see how they are doing
- Check if there's anything else they want to talk about
- Ask how things are at home? Are their family aware that they are considering their gender identity? Are they being supported at home? The resources section in this document may help.
- Single-sex schools are allowed to admit pupils of only one sex.
- Mixed schools with single-sex boarding are allowed to offer boarding to only one sex.
- Residential schools are permitted, in some circumstances, to restrict access to communal accommodation based on sex or gender reassignment.
- A transgender young person should not be made to use the toilet or changing room of their sex assigned at birth.
- Recognise that some transgender young people may not be comfortable using a single sex toilet or changing room that matches their gender identity. In which case providing a gender-neutral space or accessible toilet can be the best alternative.
- Further advice to support considerations is below, but in summary this does not mean that all toilets need to become gender neutral.
- 31% had experienced gender-based violence;
- 10% had experienced rape or sexual assault; and,
- 7% has experienced sexual abuse.
- Asking the young person about the facilities that they wish to use and if they have any worries
- Respecting the young person's gender identity
- Creating a plan with the young person, outlining what can happen and when
- Planning discussions should consider:
- ensuring appropriate arrangements are made for the provision of, and disposal of, sanitary products
- whether there are toilet and changing facilities available within the school which may afford extra privacy, if this is requested
- where facilities are limited, and if a young person needs additional privacy, whether they could access a staff facility without compromising their privacy or the privacy of staff members
- If the young person needs gender neutral facilities:
- Whether accessible facilities within the school could be used
- Whether a facility which is currently single sex could be converted to a gender neutral or accessible facility, taking account of the additional privacy requirements for gender neutral facilities.
- the young people’s rights are being respected?
- the young people concerned are being treated with dignity and respect?
- all reasonable steps been taken to accommodate the young people’s needs?
- young people are being treated differently from their peers and they are experiencing disadvantage as a result, could this be unlawful discrimination?
- If a young person is concerned about the changing facilities, listen to what they are saying. It may be possible to let them change separately/privately to meet their needs. Schools could put up modesty curtains in changing areas or consider the pro...
- If a young person repeatedly asks to go to the toilet during class time, it may be because the toilets are quiet then, and they feel safer. Although not ideal, it may be appropriate to allow this, otherwise the young person might not use the facilit...
- If young people, or their parents/carers, express concerns about sharing toilets or changing rooms with a transgender young person, it may be because they are concerned that the transgender young person may behave inappropriately. In this instance, ...
- If using existing facilities for disabled pupils to provide a gender neutral option for a transgender young person, ensure this continues to be accessible for disabled pupils with clear signage and/or identifying it as an ‘Accessible Toilet’ for all.
- ensuring there are no restrictions on who young people can dance with
- allowing young people to wear what feels comfortable to them.
- if PE classes are organised by sex, a transgender young person should be allowed to take part within the group which matches their gender identity. For a non- binary young person, ask them which group they would feel most comfortable being with
- that any school competition should take account of the age and stage of development of the participants
- for inter-school competitions , the same approaches to ensure fairness and safety should apply. It may be helpful to a young person if you speak to the equivalent staff in the other school(s) to let them know there is a transgender young person in y...
- allowing transgender young people to wear sportswear which matches their expressed gender identity
- for swimming, skirted swimsuits, baggy shorts, lycra surfing tops or short wetsuits are alternatives for transgender young people (similar to modest swimwear worn by young people from some faith groups).
- It is usual for there to be significant engagement with young people and their families as part of preparing for a residential trip. This can include the allocation of rooms and sharing arrangements. As part of these discussions, appropriate accou...
- If a transgender young person wants to share a room with other young people who share their gender identity, they should be able to do so, as long as the rights of all those involved are considered and respected.
- If any young person, including a transgender young person, is concerned about sharing a room with others, you could consider making alternative arrangements, including giving them their own room where appropriate.
- If any young person voices a concern, this should be considered - responses should be reasonable and proportionate, taking into account the rights of all young people.
- If showers are communal, find out if there are single-cubicle or private washing facilities which could be used by any young person, including a transgender young person, who would like greater privacy.
- You could work out a rota so that everyone can wash in private if they want to. Many young people, including female and transgender young people, are unhappy to use communal showers.
- Investigate the ethos and practice of the venue beforehand. If you have any concerns, contact the venue to discuss these in general terms, particularly safety and respect.
- If considering information with others, as part of planning, you should seek the young person’s permission before sharing information with others .
- risk assessments should not be used with the explicit aim of excluding a transgender young person
- risk assessments should be realistic and based on actual risk
- risk assessments should be measurable and based on evidence of risk and understanding of pupils, their needs and the local context. For example, understanding friendship groups, any historical concerns, for example of incidents of bullying behaviou...
- if a trip is to a foreign country, find out if there are anti-LGBT laws and contact the foreign office for advice. Additional information is available from https://www.gov.uk/guidance/lesbian-gay-bisexual-and-transgender-foreign-travel-advice
- the information contained in risk assessments should only be shared according to the school's confidentiality and information-sharing policy
- it may be helpful to reassure parents and carers proactively in relating to any risks identified as part of the assessment process.
- Getting it Right for Every Child
- Confidentiality, information sharing and child protection
- Working with parents, carers and families
- How teachers can help transgender young people and their family relationships
- Support and referrals for transgender young people
- It is important to respect a young person's right to privacy .
- Being transgender is not a child protection issue or wellbeing concern in itself.
- Young people should be involved in all decisions affecting them and understand what is happening and why.
- If a young person wishes to 'come out' in a school setting, information may need to be shared. Teachers should consider who to tell and how; taking into account the young person's view and legal requirements on this.
- A transgender young person may not have told their family about their gender identity. Inadvertent disclosure could cause needless stress for the young person or could put them at risk and breach legal requirements. Therefore, it is best to not shar...
- A transgender young person may wish to change schools as part of their transition process. Their previous name does not need to be shared with the new school. It is not necessary for all staff in a receiving school to know that the young person is t...
- Young people find it increasingly difficult to maintain their privacy. Teachers may need to support young people if personal information becomes common knowledge though social media or online forums.
- If information about a young person's gender identity is to be made public, there should be an agreed procedure on how to respond to questions from other young people, teachers and parents/carers to ensure staff give consistent information. It will...
- working with young people to agree what they need from their parents/carers
- speaking on behalf of a young person who cannot tell their parents/carers what they need
- providing support or referrals for support to alleviate any distress in the home
- providing a safe space for transgender young people to be themselves and have their identities respected
- If the young person has not told their family, school staff may want to discuss the most likely reaction with the young person. This will allow the teacher and the young person to discuss whether sharing information is in the young person’s best int...
- Offer to arrange a meeting with parents or carers; agree this with the young person in advance of the meeting and mutually agree key information to be shared in the discussion and by whom.
- Listen to the concerns of parents and carers without judging them; respond to concerns calmly; and correct any misconceptions.
- The Getting it right for every child approach will keep the young person and parents at the centre of any consideration of wellbeing; and, the identification and agreement of responses and support. Parents and carers may need time to come to terms ...
- Transparentsees: groups for parents, carers and other family members of trans people, based at the Sandyford Clinic, Glasgow. At present they also run groups in Edinburgh, Perth and Elgin. Please email: transparentsees@gmail.com for details
- Mermaids: a UK-wide organisation which works to reduce isolation and loneliness for parents and young people dealing with gender issues and to empower families and young people: www.mermaidsuk.org.uk, email: info@mermaidsuk.org.uk, helpline number: ...
- Allow them to talk about how they are feeling, and thank them for their courage in coming to see you
- If you don't know the answer to something, explain that, and offer to find out more information
- Let them know that you will not share their information with anyone unless they give their permission or there is a risk to themselves or others
- Find out the young person’s views before sharing information with others, where possible, seek permission and/or inform them of what will be shared and why
- Ask them if they are getting support elsewhere
- Check whether or not the young person is being bullied or feels safe in school
- Ask the young person how they would like you and the school to support them
- Ask the young person if they plan to transition at school and if they would allow the school some time to prepare (if necessary)
- Set a date to meet again.
- Do not disclose the transgender identity history or any sensitive information about a transgender young person to anyone inside or outside the school, without considering the young person’s view and what is in the best interests of the young person
- Find out the young person’s views before sharing information with others, where possible, seek permission and/or inform them of what will be shared and why
- You can, however, discuss situations in general terms with a colleague of a member of the leadership team, ensuring that you do not share personal information or 'out' the young person unintentionally
- If you have a child protection or wellbeing concern, let the young person know that you will need to follow procedures, and share information with the relevant staff or agency.
- Speak to a colleague or a member of the senior management team for advice and guidance. They may have experience of supporting transgender young people or have a school policy to guide practice
- Contact a specialist service which can provide additional support for the young person, for example groups and on-line support, or training for staff
- Contact your local authority education officer and/or equality officer or member of the senior management team. They may provide practical guidance and support, or information about the law and school responsibilities.
- With the young person's permission, arrange a meeting to plan how the school can reduce any barriers to learning and (if required) support their transition. This could include a plan with goals and clear timescales
- Arrange a meeting with parents/carers, and/or outside agencies as required; if the young person is happy for this to take place
- If they are under 16 and there is a clear wellbeing concern, follow your school procedures and arrange relevant meetings as required
- Let the young person know who will attend any meeting, what will be discussed or if possible, support them to attend.
- Make sure the young person knows how the school will support them and, if they are transitioning at school, that the young person is happy with the plans
- Check in regularly with the young person to offer support.
- Staff learning and confidence
- Policies and procedures
- The learning environment: trans-inclusion and visibility
- Responding to concerns
- Involving young people
- Make direct reference to the Equality Act 2010 and all relevant protected characteristics : disability, gender reassignment, race, religion or belief, sex, sexual orientation, and pregnancy and maternity’
- Show the school's commitment to reducing inequality, improving opportunity and fostering good relations between different groups
- Reflect the key messages outlined in ‘Respect for All’ Scotland's National Approach to Anti-Bullying
- Include specific content on prejudiced-based bullying (including transphobic bullying)
- Identify procedures to respond to homophobic, biphobic and transphobic bullying.
- the school has an inclusive approach to people of all gender identities;
- everyone is treated with respect, and
- the school will challenge gender stereotypes .
- Aydian Dowling – fitness instructor and trans man. Finalist in the US Men's Health Ultimate Man contest and featured in Men's Health magazine
- Lana Wachowski and Lilly Wachowski – film-makers. Both siblings are trans women
- Jin Xing – Chinese ballerina, contemporary dancer and trans woman
- Rachael Padman – stellar evolution (formation of stars) and trans woman
- CN Lester – classical musician and non-binary person
- Juno Dawson – author (young people's fiction and non-fiction) and trans woman
- School staff concerns: If school staff raise concerns about an inclusive approach, the management team should make it clear that, the school has obligations to support all young people, and has a duty of care to ensure the safety, health and wellbei...
- Parent and carer concerns: Parents' and carers' concerns should of course be taken seriously. If parents or carers of another young person at the school raise a concern, it can be helpful to meet with them to discuss this further. In general, the sc...
- Take time to listen to their concerns
- Explain that school has an inclusive ethos and is committed to equality and inclusion
- Address any misconceptions they may have
- Identify whether any additional arrangements or actions are needed to meet the needs of all young people.
- Identify whether any additional arrangements or actions are needed to meet the needs of all young people.
- Some methods which schools in Scotland have used include:
- inviting young people to participate in or lead working groups on equality and inclusion
- conducting learner-voice surveys to capture young people's views about how well the school supports LGBT inclusion, identify young people’s experiences and allow the schools to identify success and improvements These should be anonymous
- setting up an LGBT and allies group, 'Gender Identity and Sexual Orientation Alliance' (GSA), or similar, in school to create a safe space for LGBT young people, their friends and anyone questioning their sexual orientation and/or gender identity. T...
- use their already established methods for ensuring communication and engagement with both parents
- recognise that parental separation may complicate matters for the young person and the school, and make appropriate arrangements to continue to engage parents and the young person. Strong relationships with parents will support positive engagement.
- Why language is important
- Some common terms and underlying concepts
- Transgender identities and terms
- Sexual orientation and being transgender
- it's always best to check with young people about the words they use and feel comfortable about
- language is constantly evolving, and terms that might seem unfamiliar at first become commonplace
- if anyone, whether teacher, young person, parent or carer, does not understand a particular word or underlying concept, it is fine to ask.
- Many transgender young people don't know all these terms
- Their understanding of their identity may be developing
- Language is constantly evolving.
- some non-binary people may have a gender identity which incorporates various aspects of being a boy and being a girl
- some non-binary people may strongly reject all aspects of being a boy or a girl
- some non-binary people may find that how comfortable they feel in any gender fluctuates
- some non-binary people experience distress about the physical sex characteristics of their body and/or the prospect of pubertal changes – others do not
- the term transgender describes a person's gender identity
- sexual orientation describes who an individual is physically and/or emotionally attracted to
- transgender people can be straight, gay, lesbian, bisexual or any other sexual orientation.
- Education policy and approach
- Legislation
- Puberty and medical transition
- Additional resources
- develop my self-awareness, self-worth and respect for others
- understand and develop my physical, mental and spiritual wellbeing and social skills
- understand that adults in my school community have a responsibility to look after me, listen to my concerns and involve others where necessary
- learn about where to find help and resources to inform choices
- reflect on my strengths and skills to help me make informed choices when planning my next steps
- acknowledge diversity and understand that it is everyone's responsibility to challenge discrimination.
- CfE experiences and outcomes under Health and Wellbeing cover respect, healthy relationships and personal development. There are opportunities in other curriculum areas too, including social studies :
- ‘I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people's lives.' SOC 2-16b
- ‘I can discuss issues of the diversity of cultures, values and customs in our society.' SOC 2-16c
- ‘I can explain why a group I have identified might experience inequality and can suggest ways in which this inequality might be addressed.' SOC 3-16a
- challenge gender stereotypes;
- address unconscious bias;
- improve gender balance in subject uptake and learner pathways;
- promote whole-establishment approaches to equality.
- Child-focused: ensuring the child or young person, and their family, are at the centre of decision-making, and building solutions to support them
- Holistic: looking at the whole picture of a child or young person's wellbeing so that issues are not addressed in isolation from their individual circumstances, their strengths, and their resilience.
- Easily accessed: identifying a need as early as possible so that effective support is offered at the right time and before those needs get worse
- Joined-up: the child or young person, their parents and professionals work together to consider what help is required, involve the services needed to support them, and ensure co-ordination of services where beneficial through a single planning process.
- Schools should actively ensure that the school culture and Getting it right for every child approach is inclusive of and responsive to transgender identities, even if there are no 'out' transgender young people in the school. This helps to raise ev...
- Article 2 ensures the right to protection from discrimination. Discrimination is being treated unfairly because of who they are. Transgender young people have the right to fair treatment in school. Refusing to accommodate a transgender young person ...
- Article 2 ensures the right to protection from discrimination. Discrimination is being treated unfairly because of who they are. Transgender young people have the right to fair treatment in school. Refusing to accommodate a transgender young person ...
- Article 3 requires that the best interests of the child must be the primary concern in making decisions that may affect them. Schools must keep the best interests of a transgender young person at the heart of decisions made about them
- Article 3 requires that the best interests of the child must be the primary concern in making decisions that may affect them. Schools must keep the best interests of a transgender young person at the heart of decisions made about them
- Article 6 requires children and young people to have a right to life, to survive and develop. Transgender young people have the right to develop and grow in school, and this article states clearly that they should be supported in that. Transgender y...
- Article 6 requires children and young people to have a right to life, to survive and develop. Transgender young people have the right to develop and grow in school, and this article states clearly that they should be supported in that. Transgender y...
- Article 8 details the right to an identity. It doesn't specifically name transgender young people or gender identity but it clearly states that parties should respect the right of the child to their own identity and name
- Article 8 details the right to an identity. It doesn't specifically name transgender young people or gender identity but it clearly states that parties should respect the right of the child to their own identity and name
- Article 12 requires respect for the views of the child. When schools make decisions about a young person, they should inform the young person and take their views into account. This is, therefore, important when making decisions about transgender yo...
- Article 12 requires respect for the views of the child. When schools make decisions about a young person, they should inform the young person and take their views into account. This is, therefore, important when making decisions about transgender yo...
- Article 16 ensures a child's right to privacy. If a young person comes out as transgender there is no immediate need to inform their parents or others. See more on confidentiality and information sharing on page 35.
- Article 16 ensures a child's right to privacy. If a young person comes out as transgender there is no immediate need to inform their parents or others. See more on confidentiality and information sharing on page 35.
- Article 17 gives children the right to information that is important to their health and wellbeing. For transgender young people, this includes telling them about the support available
- Article 17 gives children the right to information that is important to their health and wellbeing. For transgender young people, this includes telling them about the support available
- Article 19 gives children the right to be protected from being hurt and mistreated, physically or mentally. Schools have a key role in keeping transgender young people safe from bullying, including transphobic bullying
- Article 19 gives children the right to be protected from being hurt and mistreated, physically or mentally. Schools have a key role in keeping transgender young people safe from bullying, including transphobic bullying
- Articles 28 and 29 ensure the right of all young people to an education. This can be achieved if transgender identities are respected and included in the school environment.
- Articles 28 and 29 ensure the right of all young people to an education. This can be achieved if transgender identities are respected and included in the school environment.
- ensuring that education, benefits, facilities and services are targeted at those who most need them;
- the fair exercise of powers;
- ensuring the health and safety of pupils and staff, provided that risks are clearly specified;
- maintaining academic and behaviour standards; and
- ensuring the wellbeing and dignity of pupils.
- he or she makes his or her intention known to someone, regardless of who this is (whether it is someone at school or at home, or someone such as a doctor);
- he or she has proposed to undergo gender reassignment, even if he or she takes no further steps or decides to stop later on;
- there is manifestation of an intention to undergo gender reassignment, even if he or she has not reached an irrevocable decision
- he or she starts or continues to dress, behave or live (full-time or part-time) according to the gender with which he or she identifies as a person;
- he or she undergoes treatment related to gender reassignment, such as surgery or hormone therapy; or
- he or she has received gender recognition under the Gender Recognition Act 2004. It does not matter which of these applies to a person for him or her to be protected because of the characteristic of gender reassignment” .
- Their GP
- Their parents or carers
- An outside agency
- Self-referring.
- a one-stop-shop of high quality information and opportunities through the national digital platform;
- opportunities and experiences through the Young Scot National Entitlement Card,
- opportunities to develop new ideas and solutions, to create positive change through our Service Design offer, and take part in participation initiatives through our Outreach Service and Schools Strategy.
- If all relevant information is already in the public domain you are not breaching confidentiality if you share it with a colleague or manager for advice
- You can also talk to others if what you say would not specifically identify a young person or breach their confidentiality
- Being transgender is not a child protection issue but if there is a child protection or wellbeing concern, you should follow your school's guidelines.
- Firstly, take some time to listen to the young person and find out what support they need. They may not want anything to happen at this stage
- Record the incident in line with your school bullying policy and procedure
- Arrange a follow-up meeting and let the young person know who they can talk to.
- Find out when the young person is looking to transition and in what way, for example to change their name and gender on records
- Spend some time listening to, and understanding, any concerns they may have
- Consider different scenarios with the young person, thinking about who needs to know and what they should know
- Outline when you will get back to the young person and clearly explain the reasons for any delay.
- As with any complaint you should take time to consider their complaint and ensure their views are heard, as part of the appropriate complaints handing process.
- Before sharing information the school should be mindful of confidentiality, following any information sharing protocols and consider its legal obligations in regard to data protection.
- Where the wishes, rights and needs of different young people are involved the school should seek to respect the rights of all
- Take steps that are reasonable and proportionate and consider what is in the best interests of the children and young people involved.
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