SUPPORTING TRANSGENDER AND GENDER VARIANT CHILDREN AND YOUNG PEOPLE

Guidance for Schools

This guidance was adapted and developed by:

Kaye Hills Education Officer, Clackmannanshire and Stirling Council Joanne Barrie, Community Sexual Health Educator, NHS Forth Valley

Designed by:

Sharon O’Neil, Publication & Design Services Officer, NHS Forth Valley

Our thanks to those who kindly allowed access to their existing Guidance and Policy:

• LGBT Youth Scotland and the City of Edinburgh Council (Supporting Transgender, Lesbian, Gay and Bisexual Young People in our Services A Guide to accompany the Policy and Procedures to Prevent and Respond to Bullying and Prejudice 2013) http://www.evoc.org.uk/wordpress/wp-content/media/2016/03/2015-Supporting- TLGB-V2.pdf

• The Highland Council (Working with Gender Variant and Transgender Pupils: Guidance for school staff and other professionals 2014) http://www.highland.gov.uk/download/downloads/id/15434/gender_variance_ guidelines.pdf

• The Intercom Trust on behalf of The Cornwall Transgender Guidance for Schools Partnership (Schools Transgender Guidance 2015) https://www.cornwall.gov.uk/media/13620644/schools-transgender_guidance_ booklet-2015.pdf

Introduction

The purpose of this guidance is to support all children and young people who are gender variant or transgender. It provides information to support the implementation of the Children and Young People (Scotland) Act 2014 Part 5 (CYP), which continues to promote the rights of the child as outlined in United Nations Convention on the Rights of the Child.

While GIRFEC provides the overarching principles and practice model for Children’s Services, this guidance should be used as a vehicle to support the learning, wellbeing and development of gender variant and transgender children and young people.

Rationale

This guidance aims to raise awareness of some of the issues and concerns that young people may be facing and how they themselves would like to be supported.

The information included has been gathered from a number of sources: • current literature on gender variance • relevant equality policy and legislation • good practice from other areas within the UK • information from schools, families and young people. Advice and signposting within the document aims to ensure that education staff and others can support, inform, protect and enable children and young people who are questioning their gender identity to achieve their full potential, whatever age and stage they are at.

It is important to recognise that Gender Identity and Gender Variance (being male or female) as discussed here is completely separate to sexual orientation (being heterosexual, bisexual, gay or lesbian).

1 A recent survey (2016) of young people across Forth Valley who are LGBTI and gender variant highlighted the following themes:

Don’t let your Equity and Silence is a personal values respect. bad thing - get in the way of speak to us. helping us.

Consultation - Don’t be a

not everyone bystander.

wants the same.

While this guidance can offer general advice, it is clear that each individual must have the opportunity to express their own views and opinions and be included in any decisions made.

2 Gender Identity

Gender identity refers to a person’s internal sense of whether they are male, female, both or neither. This can be different from the biological sex assigned to a child at birth. Gender identity is internal.

Society only acknowledges two biological sexes and two gender categories: male or female. With each of these categories there are expectations and rules. These rules dictate standards for many things such as clothing, activities and behaviours and are not fixed laws but vary across societies and times.

For example in some cultures handholding between men is the norm but is unacceptable in others.

We or others cannot influence a child or young person’s gender identity but we can influence how a child or young person feels about themselves in relation to their gender identity.

There is a rich diversity of vocabulary that is used to describe Gender Identity and associated terms. There is a Glossary of Terms in Appendix 1 which provides knowledge of the correct terminology. It should be remembered, however, that each person will define themselves differently.

For the purpose of this guidance we refer to young people who may be questioning their gender identity as Gender Variant.

Gender Variance

Gender Variance refers to practices or behaviours which may be deemed to fall out with the designated and contingent norms/expectations for a child or young person’s biological sex. Often this is indicated through the child or young person’s choices in terms of their play, their clothing and their peers. At times this can be indicated by a child or young person stating and restating that they wish to be another sex.

It is important to recognise that many children will try out gender non-conforming behaviours or interests out of curiosity but often this will be brief and passing.

3 Gender Fluidity

Gender Fluidity refers to a wider, more flexible range of gender expression which may change over time and sometimes as frequently as on a daily basis depending of the individual child or young person. One day they may express a strong wish to be considered as the opposite sex and another day they may be more fluid about this. This is more common in younger children.

Transgender

A Transgender person may feel non-identification with the gender assigned to them at birth, and express a wish to be a different gender. A Female to Male (FtoM) person will have been assigned a female sex at birth yet identifies their gender as male; a Male to Female (MtoF) person will have been assigned as male at birth yet identify their gender as female.

Gender Dysphoria/Gender Identity Disorder

Children and young people expressing Gender Variance are sometimes considered to have a condition called Gender Dysphoria or Gender Identity Disorder. These are clinical conditions that can present from as early as age two and can only be diagnosed by a medical and/or psychiatric expert.

A person diagnosed with Gender Dysphoria may require treatment (e.g. hormone blockers) to suppress the symptoms of puberty.

*A person expressing Gender Variance can live their life without needing to be diagnosed as having Gender Dysphoria.

Help and Support for Children and Young People Regarding Gender Identity

Not all children and young people expressing Gender Variance wish to undergo all or any aspects of transitioning. Some may want hormone treatment. Others may choose to be known by a gender neutral name or to wear different clothes.

However, most or all young people (and their families) will need some support or information as they grow up and develop.

The most important help and support schools can offer is to listen to the wants and needs of each individual person.

4 Help and Support from Other Organisations and Professionals

A child/young person expressing gender variance, under the age 18, may be referred to a specialist Child and Adolescent Gender Identity Clinic.

Most treatments offered to children and young people at the Gender Identity Clinic are psychological, rather than medical or surgical. This is because the majority of children with suspected Gender Dysphoria will not have the condition once they reach puberty.

Psychological support offers young people and their families a chance to discuss their thoughts and receive support to help them cope with the emotional aspects of the condition.

This is a very thorough process, designed to allow time and space for children and young people to make informed choices before looking at clinical or medical treatments.

Organisations such as LGBT Youth Scotland and Scottish Transgender Alliance can be contacted by young people, adults, parents, carers and professionals for advice.

5 Legal and Policy Context

Equality

As professionals working with children and young people, we have a duty to promote and uphold equality. The Equality Act (2010) states that discrimination on the grounds of gender reassignment and/or sexual orientation in schools is prohibited and lays down positive duties to protect pupils and staff.

In order to be protected by the Act, a person does not have to be under medical supervision or be undergoing gender reassignment but they simply have to be taking steps to live in the opposite gender or be proposing to do so. In addition to this, promotion of equality is one of five national priorities for school education in Scotland.

The Equality Act (2010) clearly states that a school must not discriminate against a pupil because of their Gender Variant status. This refers to both direct and indirect discrimination. Indirect discrimination may occur when a provision, criterion or practice applies to everyone but puts a Gender Variant person at a particular disadvantage and it cannot be justified as a proportionate means of meeting a legitimate aim.

Each Authority, through it’s Positive Behaviour/Anti-Bullying Policy must record incidents where there has been an intent to bully or harass on the grounds of gender or transgender status. A formal record of incidents and actions and completion of a prejudice-based incident monitoring form is part of the broader process of promoting equality (see sections on Transphobia and Bullying).

The Equality Act (2010) goes on to highlight that schools are free to take special steps to meet the needs of Gender Variant pupils without being accused of discriminating against pupils who are not Gender Variant.

The school’s Equality and Diversity Policy should include information to support Gender Variant pupils. The policy should make staff aware that it is their duty to uphold the rights of Gender Variant children and young people. Having this communicated with all staff can be very reassuring.

6 Support for Staff in School

Values, Attitudes and Morality

Across Forth Valley, a number of young people in our schools have had the courage to seek help from school staff with regards to their gender identity.

As a practitioner, it is necessary to reflect on personal values and attitudes towards gender variant and transgender pupils which can be informed by a range of factors including experiences and cultural and/or religious background. By considering personally held values, attitudes and behaviours, it is possible to ensure that these do not impact or affect the support and guidance offered to children and young people.

Where a Practitioner has Concerns about Supporting a Young Person then they should contact their Local Education Authority

Any concerns are supported and recorded using the Integrated Assessment Framework paperwork, with guidance sought from the local authority.

The Scottish Government expects that any concerns are dealt with in an appropriate manner by the local authority, whereby teachers are made aware of the relevant sections from the General Teaching Council for Scotland’s Code of Professionalism and Conduct, in particular Part 5 on Equality and Diversity. Where teachers raise religious or belief concerns about supporting gender variant and transgender pupils, local authorities may wish to take account of the guidance issued by the Equality and Human Rights Commission on religion or belief in the workplace at: http://www.equalityhumanrights.com/publication/religion-or-belief-and-workplace-acas

The Scottish Government expects all local authorities to consider objections which teachers have.

Where staff are struggling with concerns and practice this can be dealt with by providing appropriate training and awareness raising.

7 Professional Learning Opportunities and Staff Development

Staff bring a range of experiences and backgrounds and there is therefore a need to provide clear direction, practical support and staff development. Identifying teachers’ needs through, for example, Professional Review and Development and by monitoring and reviewing school based programmes, schools can ensure that teachers are confident and comfortable when supporting gender variant and transgender pupils.

The policy of inclusion means that an increasing number of pupils with special needs and learning disabilities are likely to be educated in mainstream schools. Staff in these schools may require additional support or specialised training to help to support young people to meet the specific circumstances of Gender Variant pupils who may spend some time in a support unit and the rest in mainstream classes.

Liaising with Other Professionals

Teachers and pupils may seek help and support from other organisations, including the School Nursing Team, Educational Psychology, Youth Services.

School staff and professionals working together should be clear about their own professional Code of Conduct with regards to disclosure, information sharing and confidentiality .

This is particularly important for visiting professionals who work within the school and have direct contact with pupils.

For example: a child/ young person questioning their gender identity may choose to seek help or advice from a visiting professional (e.g. school nurse). The pupil and the professional should be clear about who (if anyone) that information will be shared with.

It can be helpful to include any visiting professionals in school training and staff development.

8 A Pro-active, Whole School Approach

A whole-school approach is important in supporting Gender Variant children and young people and in challenging gender stereotypes.

Schools need to be pro-active in this, rather than waiting for a child or young person expressing Gender Variance to come forward for help.

This is important because:

• schools are highly likely to encounter Gender Variance • children and young people expressing Gender Variance are more likely to come forward for help if their school is openly supportive and promotes a culture of inclusion • children and young people may have parents, family and friends who are expressing Gender Variance • school staff may be expressing Gender Variance • schools are part of a wider community which children and young people are a part of. That wider community includes people who are Gender Variant.

Gender and socialisation are learned and therefore can be unlearned. Society can and does change over time. Within school, we have an opportunity to challenge the typical gender stereotypes and reinforce the message that we are all individual and equal.

Modelling Good Behaviour

Society views male and female as two distinct categories. This then impacts on behaviour in schools, where pupils separate themselves on the basis of sex. For example:

• lining up to come in to school • taking part in competitions • gender specific awards for ‘girl winner’ and ‘boy winner’ • choosing of pupils for special tasks (one boy and one girl) • seating pupils boy then girl.

Moving away from these distinctions and thinking of other ways to group children and young people can significantly reduce discomfort for children or young people with Gender Identity issues.

9 Challenging gender-stereotyping in other aspects of the school:

• providing gender-neutral books and games • exploring/promoting role models in non-stereotypical jobs and roles • books, pictures, resources that challenge the stereotypical images of male and female • staff being aware of own expectations of ‘boys’ and ‘girls’ and challenging pre-conceptions.

LGBTI Groups

Schools should support students who wish to organise and join a peer-led LGBTI group in school. This should be accessible to all students, including those with additional support needs, learning disability or physical disability.

Outwith school, LGBT Youth Scotland have their own youth groups operating in Stirling, Falkirk and Alloa.

Dealing with Transphobia and Bullying

Schools must challenge gender stereotyping and transphobia through policy, practice and guidance. Sometimes people deliberately use the incorrect pronoun, first name or gender identifier in an attempt to bully or belittle a pupil.

A robust and preventative anti-bullying strategy/positive behaviour strategy, aligning with the Authority Policy, will deal with many of the issues that may arise for pupils and for other teachers, students or pupils that visit the school.

This is part of the School’s Positive Behaviour Policy, overlapping with Managing Sexualised Behaviour Guidelines and LGBT Policy.

Transphobic behaviour may be directed to the actual person, a friend or supporter, or anyone that may be perceived to be Trans/Gender Variant (whether they are or not).

Transphobic incidents or crimes must be dealt with by schools in the same manner as other incidents that are motivated by prejudice or hate e.g. racist, homophobic and disablist incidents. This includes the use of offensive language being responded to, recorded and appropriately dealt with. All schools should follow the procedure for reporting, recording and monitoring via the Authprity MAHRS reporting mechanism (Multi Agency Hate Response Strategy). Staff and students should be aware that transphobia is against the law.

10 Developing a School Policy

Developing a robust and preventative anti-bullying strategy/positive behaviour policy enables your school to: • identify the needs of your children and young people • review current resources and curriculum programmes • review current practice • highlight areas of development (training needs, resources etc) • ensure consistency amongst staff • give clarity to staff, parents and pupils • promote the ethos and values of the school • identify priorities in your school community • ensure that policy, practice and legislation is adhered to with curriculum delivery and conduct of the school (e.g Human Rights, UN Rights of The Child, Confidentiality, Child Protection) • examine other school policies and practice that impact on Gender Variant pupils (e.g Equality and Diversity policy, Intimate Care policy, LGBT policy, Managing Sexualised Behaviour guidance, Relationships, Sexual Health and Parenthood Education policy, Bullying/ Homophobic bullying policy and practice, Additional Support Needs policy and practice).

The Curriculum

All practitioners have a responsibility to develop and reinforce skills in health and well-being across learning - Responsibility of All.

The opportunity to learn about gender and stereotypes is embedded within Curriculum for Excellence Health and Wellbeing, particularly within Relationships, Sexual Health and Parenthood Education.

RSHP Education offers children and young people the opportunity to explore a range of contexts and themes relating to gender and Gender Variance, through the development of a range of experiences and outcomes. These experiences and outcomes are outlined on page 12.

11 Early Years and Primary School I recognise that we have similarities and differences but are all unique. HWB 0-47a/HWB 1-47a

I am learning what I can do to look after my body and who can help me. HWB 0-48a/HWB 1-48a

I understand that a wide range of different types of friendships and relationships exist. HWB 2-44a I recognise that how my body changes can affect how I feel about myself and how I behave. HWB 2-47a

Secondary School I understand my own body’s uniqueness, my developing sexuality, and that of others. HWB 3-47a/HWB 4-47a

Using what I have learned I am able to make informed decisions and choices that promote and protect my own and others’ sexual health and wellbeing. HWB 3-47b/HWB 4-47b

I know how to access services, information and support if my sexual health and wellbeing is at risk. I am aware of my rights in relation to sexual health including my right to confidentiality, and my responsibilities, including those under the law. HWB 3-48a/HWB 4-48a

I know where to get support and help with situations involving abuse and I understand that there are laws which protect me from different kinds of abuse. HWB 3-49b/HWB 4-49b

12 Resources and Approaches to Teaching about Gender Variance in RSHP Education

Gender Variance, LGBT, discrimmination and gender stereotyping are issues which are woven into the Relationships, Sexual Health and Parenthood Education curriculum.

Examples from the Primary and ASN Framework include:

• give examples of roles and responsibilities at home. Choose from pictures - vacuuming/ironing/ mowing the lawn. Who does what? What do you do to contribute? • dramatise adult and family roles. Highlight opportunities for equality - show that boys can do housework, girls can do DIY. • use picture cards to explore gender stereotypes - are they men or women? How can we tell? Does a man have to have short hair? • examine pictures of historical and cultural dress (kilts, sari’s, tribal wear, nudity, men in neck ruffs, breeches and tights) to challenge stereotypes about male and female dress and fashion. • create a model village/street. Introduce different characters who live there. Include people who are LGBT, of different ethnic and cultural backgrounds, people with a disability, a range of families (single parent, same sex, foster parents, people with and without children). • examine pictures of athletes and compare body shapes (include non-stereotypical images e.g. female boxers, male ballet dancers).

Examples from the Secondary SHARE resource include:

Session 5: Being Male or Female Cut images out of current magazines to make a collage. Examine: the extent of representation of people who are non-stereotypically male or female, anyone who belongs to a faith group, have a disability, people who are not in conventional family groups, those in same sex relationships, people who are black/Asian?

Session 18: Pregnancy and Parenthood Some people may face stigma and discrimination in becoming a parent. Ask students to consider the following groups of people and lead a discussion on what might be challenging for these groups: people who want to become, or do become parents and are lesbian, gay or bisexual, have a disability, are transgender, a teenager, older (for example over the age of 45).

Session 19. Where to Go for Help (Services) Find out information about your local Sexual Health Service(s). Does it provide an inclusive service for young people who are lesbian, gay, bisexual or transgender or for young people with a learning disability?

*Links to other Teaching Resources can be found in Appendix 4. 13 Teaching Across the Curriculum

The ‘Learning journey: Embedding Equality; LGBT positive relationships’ from Education Scotland provides opportunities for cross curricular approaches to reflect on and extend learning. http://www.educationscotland.gov.uk/Images/LJLGBTV5_tcm4-858535.doc

The Learning journey focuses on building positive relationships that are inclusive of all. It reflects on the development of equal rights for Lesbian, Gay, Bisexual and Transgender (LGBT) people and aims to address homophobic, biphobic and transphobic bullying. (Appendix 5)

Being Fully Inclusive: Children and Young People with Additional Support Needs (ASN)

Children and young people with additional support needs and learning disabilities are just as likely to present as Transgender/Gender Variant (or L,G, B or T) as their peers. Schools should ensure that these students receive the same information, learning and support as their peers by:

• including all pupils in Relationships, Sexual Health and Relationships Education • adapting RSHPE lessons as required. Using suitable resources and teaching styles to meet the needs of the young person • providing Transgender information (and all LGBT information) in easy-read format if required • including children and young people with ASN/ learning disability in all Transgender and LGBT policies and practice including the LGBT Chartermark, Relationships Sexual Health and Parenthood Education policy and other related guidelines (see section on School Policy).

Please note: by age 2 or 3, a child starts to develop a sense of being a male or female. Some children with a learning disability/additional support needs, however, may not develop gender awareness at the same age and stage as their peers. It is important that children with ASN are actively taught gender identity so that they understand the gender assigned to them at birth.

Conversely, this often requires blatant ‘boy/girl’ activities. However, once a child understands the gender assigned to them at birth, teaching and practice can diversify to include non-stereotypical approaches and allow the child to explore their True Gender identity.

14 Supporting Each Young Person

Initial Support

When a young person seeks support, the first important step is to listen and to find out what support the young person wants.

For primary aged children, and children with ASN/learning disability, it is often the parent/carers who approach the school.

An informal meeting with the child or young person (which may, or may not involve the parents) can help to establish your next step.

You can get advice from your local Education Authority, NHS Sexual Health team and specialist organisations such as LGBT Youth Scotland and Scottish Transgender Alliance. However,you should not pass on personal details of a child or young person without their consent. This breaches data protection protocols.

Understanding Each Child’s Needs

Transitioning will be a different experience for each child and young person. Some aspects can include:

• binding/packing • wearing make up • changing name and pronoun (he, she or gender neutral) • wearing different clothes • shaving/not shaving • taking hormone blockers (prescribed by a medical professional).

Further medical treatment (cross-hormone therapy) and surgery are both options they can consider when they are older. This is a thorough process which involves professional clinical assessment.

* Remember that not all people wish to undergo all or any aspects of transitioning publicly.

15 Confidentiality

Young people have the right to confidentiality. Telling someone about their gender identity can be difficult and whomever the young person chooses to tell should respect their right to privacy.

Being Gender Variant or Transgender are not in themselves a Child Protection concern and therefore information about the young person should not be shared with others. Doing so may put them at risk amongst their peers, in their home or force them to ‘come out’ to others before they are ready to do so.

‘’Staff can often panic initially. They often call a meeting and discuss it openly as a team, informing those who perhaps did not need to know. They call an outside agency in to speak to them without consulting with the young person first. They also call parents to let them know, based on the assumption that they have the right to know.” (teaching professional)

LGBT Youth Scotland and the City of Edinburgh Council (2013) http://www.evoc.org.uk/wordpress/wp-content/media/2016/03/2015-Supporting-TLGB-V2.pdf

Staff should never disclose the names of young people they know to be undergoing transition to other staff or students unless they have been given permission to do so.

Staff may need to discuss matters with their Headteacher in which case they must make this clear to the young person and show that they have the young person’s permission.

Although it is important to understand these specific confidentiality concerns for Gender Variant young people, standard policies and procedures around Child Protection still apply whenever a young person appears to be at risk, regardless of their gender identity. In these cases it should be reinforced to the young person that it is the child protection issue that is leading you to breach confidentiality and not their gender identity.

Legislation highlights that we must respect the views of all children and young people and must take their views into account. It is important that confidential information about pupils must not be shared with other parents. Should a school be contacted for information on a particular pupil the following suggestions are provided:

“As this issue involves the personal circumstances of a child or young person we are unable to make any comment on this individual case. NAME OF SCHOOL is committed to working with schools, families and other agencies to ensure that the needs of all children and young people in NAME OF LOCATION are met and that they can achieve their full potential”.

16 Practical Advice

Changing Names

A person under 16 years cannot change their name legally without the consent of a parent and simply changing name does not change a legal gender identity. A young person may, however, wish to change their name and gender identity at any time. A change of name and associated gender identity should be respected and accommodated in the school.

School staff should liaise with the young person (and parents/carers if appropriate) to decide when the change will take place and how they would like school staff and pupils to be made aware of this. (Please note: as yet, gender categories are unable to be changed on SEEMIS).

If this change is happening around exam time, schools should contact the examination board(s) about the process of registering, changing names on exam certificates etc.

Facilities

The use of toilets and changing facilities typically cause the most amount of debate around the inclusion of young people expressing Gender Variance. Many children and young people expressing Gender Variance choose to use the ‘accessible’ or disabled facilities as these are often unisex and make life easier. In these cases it may be appropriate to rename the facilities ‘unisex accessible toilets’, ‘larger toilet’, ‘toilet and changing facility’ or simply ‘toilet’ to reduce the stigma of using disabled toilets.

Possible solutions will depend on the facilities which already exist within the school or provision. It is up to the staff to think about these issues in advance and if structural or building changes are going to be required then to inform the local authority at the earliest possible opportunity

Recommendations are that provisions should conduct an appropriate risk assessment and audit of facilities, and identify, consider and make any reasonable adjustments. Any situation should be discussed with young people in case of any accidental effects such as stigma.

17 Uniforms

Most schools have a unisex policy where everyone can wear trousers. Many often have a set of rules for makeup and appropriate dress and this will need to be enforced for any pupil.

Swimwear can be an issue for young people expressing gender variance. It may be important to explore ‘gender neutral’ swimwear such as rash vests and swim shorts, baggy shorts or short wetsuits.

For pupils who may be binding (their developing and unwanted breasts), there may have to be further consideration, as this can in itself cause a young person to become overheated and present difficulty with breathing. This has been an issue with laboratory coats and in physical education but one which has often been overcome in consultation with the young person. It is important for a young person’s emotional and psychological wellbeing that they are able to bind if they wish to do so.

Vaccinations

Vaccinations have historically been given to group of young people of all genders together in a large space in school. If vaccinations are sex specific, then it may be useful to arrange for the young person to have this done at the GP surgery rather than in school.

PE, Physical Activity and Sport

Within single gender lessons (more common in secondary schools than in primary schools) the young person should participate as their True Gender (the gender that a person truly feels they are inside).

There may be sports where, as puberty develops, MtoF (Male to Female) Trans participants may have a physical advantage over other girls but this should not present a problem within a carefully and sensitively managed lesson context. The issue of physical risk within certain sports should also be managed properly within the lesson context rather than by preventing young people who are Gender Variant from participating (which would be discriminatory).

Within the competitive and representative aspects of school sports (outside of PE lessons), schools are advised to seek the advice of the various sporting governing bodies, which are beginning to attend to Trans issues bearing in mind the Equality Act 2010.

18 Changing facilities would need to be managed sensitively at competitive or representative level. When competing at another school or outside venue, school staff would need to make sure appropriate and sensitive provision is made for changing which respects both the dignity of a young participant and also their privacy.

School Trips and Residential Experiences

Issues may arise around accommodation for overnight stays or residential trips. This must not mean that a child or young person cannot be included on the trip. Consideration should be given well in advance to any additional needs which may include having a parent or carer (as a member of staff) accompany the trip to ensure that the young person is fully included.

Sleeping arrangements will need to be thought about before a trip is undertaken; it is possible that the student would prefer to have a separate room. Discussions should happen well in advance with the young person and with any appropriate bodies.

For international travel, a Gender Variant young person may well be searched, just as anyone can be searched at borders and other places. Different countries will have policies and procedures that they will follow. Contacting the relevant border control or agency in advance will ensure that any policy or risk assessment completed by the school is accurate for that trip.

There are countries which are not as legally or culturally open as the UK. Some have laws that make it illegal to be Transgender or Gender Variant, even an offence not to report to the authorities someone who is Gender Variant. Schools should consider and investigate the laws regarding Gender Variant communities in countries considered for school visits.

In relation to passports the passport office has a confidential service for people that are Trans (0800 448 8484) and more advice can be found here: https://www.gov.uk/government/publications/applyingfor-a-passport-information-for- transgender-andtranssexual-customers

Transition from One School to Another

The management of a move between schools needs consideration and good communication. The rights, thoughts, concerns and wishes of the young Gender Varient person and their family or carers need to be established and considered at the earliest opportunity. It would be good practice to have key contact at each school.

19 Work Experience

There is an obligation on the part of the school or college and its work experience placements to keep pupils safe.

Where a school is considering a work experience placement the school must complete a suitable assessment on the potential placement to establish if there is any risk (physical or otherwise), taking account of rights to privacy. As a general principle, personal information on the young person must not to be shared. Schools must be sensitive to this in their planning before any young Gender Variant person is placed in any business or organisation. Careful discussion about the placement with the pupil, parents or carers needs to occur as early as possible to find the most suitable way forward to ensure the placement is successful.

Absence from School

All educational establishments must make reasonable adjustments to accommodate absence requests for treatment and support from external sources in line with their absence policy.

Care must be taken to accurately and sensitively record the reason for the absence e.g. the pupil or student may need time off for a medical appointment which does not merit being recorded as sick.

Parent/Carer Support

Almost all parents and carers feel that they need help and advice to fully support their child/ young person expressing Gender Variance. Parent, carers and schools can learn from each other how best to communicate/teach/support the young person and together they can challenge stereotypes, prejudices and inappropriate behaviours. This prevents mixed messages from home/schools/other professionals that may cause confusion.

Whilst parental involvement and support can be vital in supporting a young person expressing Gender Variance, not every parent/carer will be immediately understanding or accepting of their Gender Variant child.

Others can be openly hostile. It is important that if a child or young person does not want their parents to know, the school must respect their wishes. Breaking confidentiality to inform parents may put the young person at risk in their own home or force them to ‘come out’ to others before they are ready to do so. (See section on Confidentiality).

20 Appendix 1: Glossary of Terms

Binding - a FtoM adolescent who is developing breasts may strap down their chest so that it is less obvious. This can be hot, uncomfortable and restrictive but very important to their psychological and emotional wellbeing.

Bisexual or Bi - refers to a person who has an emotional and/or sexual orientation towards more than one gender.

Blockers - Gonadotrophin inhibiting agents are not hormones that will give the body changes associated with cross-sex hormone therapy. Rather they block the body from releasing the hormones that change the body of boys and girls during puberty to either a more male or more female form and keep it at pre-puberty stage of development. Stopping treatment allows the body to go through the normal puberty for that child - or alternatively, if the child wishes, he or she can elect to have cross-hormone therapy when they have reached an age where they can give their informed consent to such treatment.

Cross-hormone therapy - taking the hormones of your true gender to aid the transitioning process (FtoM will take testosterone, MtoF will take oestrogen)

FtoM - Female to Male, a person that was identified as Female at birth but came to feel that their true gender is actually male.

Gay – refers to a man who has an emotional, romantic and/or sexual orientation towards men. Also a generic term for lesbian and gay sexuality - some women define themselves as gay rather than lesbian.

Gender - the way that a person feels about themselves in relation to their physical and mental self; the basis of their identifying as male, or female, or neither, or either, both.

Gender Dysphoria - the medical condition that describes the symptoms of being transgender.

Gender Fluid- refers to a wider, more flexible range of gender expression which may change over time and sometimes as frequently as on a daily basis. Often used in relation to children and young people.

Gender Identity Disorder - GID is a medical term describing being transgender, this tends not to be used owing to the negative subtext around the word disorder.

Gender Recognition Certificate - an official document presented by a Gender Recognition Panel that enables all official documents and records (including birth certificate) to be amended to the true gender of the individual thereby providing full legal recognition.

21 Gender Queer - is a catch-all category for gender identities other than man and woman, thus outside of the gender binary and cisnormativity.[1] having an overlap of, or indefinite lines between, gender identity, two or more genders or without a gender.

Gender Variant - someone who does not conform to the gender roles and behaviours assigned to them at birth. This is often used in relation to children or young people.

Heterosexual/Straight - refers to a person who has an emotional, romantic and/or sexual orientation towards people of the opposite gender.

Lesbian - refers to a woman who has an emotional, romantic and/or sexual orientation towards women.

MtoF - Male to Female, a person who was identified as male at birth but came to feel that their true gender is actually Female.

Non-binary - refers to a spectrum of people who do not welcome or accept the gender label of ‘male’ or ‘female’ as the gender identity of a man or a woman.

Packing - a FtoM person may wear a prosthetic item in their pants that will give a ‘bulge’ in their trousers so as to appear more male.

Pronoun - the descriptor relating to gender that identifies an individual - such as ‘she’ ‘him’ or ‘his’.

Sex - the way a person’s body appears, sometimes wrongly, to indicate their gender. It is the assigned determiner on a person’s birth certificate.

Transgender - a person who feels the assigned gender and sex at birth conflicts with their true gender.

Transitioning - the process by which a person starts to live in their true gender.

Trans - a word used as an umbrella term to encompass all forms of Transgender, Transsexual, Transitioning etc.

Transsexual - a Transgender person who lives full time in their true gender.

True Gender - the gender that a person truly feels they are inside.

22 Appendix 2 - Useful Contacts

LGBT Youth Scotland https://www.lgbtyouth.org.uk/

LGBT Health http://www.lgbthealth.org.uk/

Scottish Transgender Alliance http://www.scottishtrans.org/

23 Appendix 3 - Resources Mentioned in Guidance

These resources are generic RSHP Education resources which include Trans/LGBTI and gender stereotyping.

SHARE (Sexual Health and Relationships Education) Health Scotland http://www.healthscotland.com/uploads/documents/4946-SHAREeducationalResource.pdf

Primary Framework http://www.centralsexualhealth.org/media/7957/rhsp_august_2014-1-.pdf

ASN Framework http://www.centralsexualhealth.org/media/7977/add_nds_framework_nov_15-1-.pdf

ASN Workbook http://www.centralsexualhealth.org/professionals/asn-workbook/

24 Appendix 4 - Transgender and LGBTI Specific Guidance and Resources for Schools

LGBT Youth Scotland https://www.lgbtyouth.org.uk/schools-and-education

Stonewall http://www.stonewall.org.uk/our-work/education-resources

Central Sexual Health http://www.centralsexualhealth.org/professionals/lgbti/

25 Appendix 5 - Learning Journey

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Produced October 2016