eastsussex.gov.

uk

Trans* Inclusion
Schools Toolkit
Supporting transgender and gender questioning
children and young people in East Sussex schools and colleges

Photo: Allsorts Youth Project

Originally produced by Brighton & Hove City Council and Allsorts Youth Project
Reproduced and amended by Childrens Services, East Sussex County Council

October 2014
Trans* Inclusion Schools Toolkit

eastsussex.gov.uk

Targeted Youth Support

(TYS) Service

Some People
Are you lesbian, gay, bisexual, transgender or questioning
your sexuality and/or gender (LGBTQ) and aged 14 to 19?

If so, Some People is the project for you. A safe and inclusive
space for you to come together with like-minded people.
Meeting every Tuesday, 6pm to 8pm. Contact us for venue.
Support around lots of

topics including bullying,

health, coming out,
relationships, school/college,
friends and family

Make new friends

Social events

Learn more about your

LGBTQ community
Internet access

For more information, please contact Neil Fidler or Nicola Marshall

at [email protected] or phone/text Nicola
on 07974 579865 and we will get back to you.

Trans* Inclusion Schools Toolkit

Trans* Inclusion Schools

Toolkit
Supporting transgender and gender questioning children and young people
in East Sussex schools and colleges

Forewords
I am delighted that this toolkit has been produced. We need to make
sure that all children and young people feel safe and supported in our
schools. Learning can only take place when children and young people
feel that their needs are being met. With the right support at this difficult
transition point we can ensure that all trans* pupils feel welcome and
enjoy their learning within school and college environments.
Councillor Nick Bennett,
Lead Member for Learning and School Effectiveness
The purpose of this toolkit is to provide clear information and guidance
to schools and colleges in East Sussex on how to support transgender
and gender questioning pupils and students. Some schools are already
doing good work in this area but there is more work to be done to
prevent transphobia. This toolkit will enable our schools to develop their
approach to trans* inclusion and support and enable trans* pupils and
students to enjoy their studies and achieve their potential.
Stuart Gallimore, Director of Childrens Services,
East Sussex County Council

Ive always been told that its just a phase or that I was copying things Ive read
online. People have patronised me throughout my whole life as a trans person. Itd be
really great if people could try to listen to me for once and took me seriously. Being told
that you arent the person you know yourself to be is really depressing and demeaning.
Tom, 14

Trans* Inclusion Schools Toolkit

Contents
Section

Title

Page

Acknowledgements and thanks

Introduction

1.1

Purpose of the toolkit

1.2

Underlying principles

Developing understanding of trans* and gender-questioning

children and young people

2.1

Definitions

2.2

Gender identity and sexual orientation

Experiences of trans* children and young people

3.1

National data

3.2

Testimonies from young people at Some People

3.3

Feedback from consultation with trans* and gender-questioning

children and young people at Transformers

Legal context & Ofsted School Inspection Framework

4.1

Equality Act, 2010

4.2

Safeguarding

4.3

Ofsted School Inspection Framework, 2012

A whole school approach

5.1

Building on good practice already in place

5.2

Developing a whole school approach to preventing transphobia

and supporting trans* children and young people

5.3

Transphobic bullying and incidents

5.4

Language

5.5

Curriculum and teaching and learning

Trans* Inclusion Schools Toolkit

Supporting individual trans* or gender questioning children and

young people

6.1

An individual approach to support

6.2

How to support a child or young person who wants to transition

6.3

Timing of transition

6.4

Support services

Managing specific issues for trans* and gender questioning

children and young people

7.1

Uniform and dress

7.2

Names and pronoun change

7.3

Confidentiality and information sharing

7.4

Working with parents and carers

7.5

Toilets

7.6

Changing rooms

7.7

PE and fitness

7.8

Residential trips

7.9

Transition and medical intervention

Supporting the whole school community to have a positive

understanding of transgender people

Support for schools and colleges to develop practice

Appendices
Appendix 1

Trans* glossary

Appendix 2

Definitions of bullying and prejudice-based incidents

Appendix 3

Amending the Pupil / Student Name in SIMS to a Preferred Name

Appendix 4

Guide to challenging homo/bi/transphobic language

Trans* Inclusion Schools Toolkit

Acknowledgments and thanks

This toolkit has been written by Allsorts Youth Project and the Standards and Achievement
Team at Brighton & Hove City Council in consultation with trans* young people at Allsorts
trans* youth group Transformers. The Childrens Service Equality and Participation Team
at East Sussex County Council were kindly given permission to amend the toolkit for use in
schools and colleges throughout East Sussex. We would like to thank all trans* young people
and their families in Brighton & Hove and East Sussex schools and youth groups for choosing
to share their experiences with us, and for showing us what we need to do better.
We also acknowledge that we have used the following documents to inform the development
of this toolkit:
Cornwall Schools Transgender Guidance, 2012

CornwallSchools
TransgenderGuidance

Transphobic
Bullying

Guidance on combating Transphobic bullying in schools

GIRES 2008

Could you
deal with it in
your school?

A commitment from

The Childrens Plan

Guidance for schools

on preventing and
responding to sexist,
sexual and transphobic
bullying

Guidance for schools on responding to sexist, sexual and transphobic

bullying, DCSF 2009

Safe to Learn: Embedding

anti-bullying work in schools

Mermaids

Family and individual support for teenagers and

children with gender identity issues

Where do the Mermaids stand?

Where Do Mermaids Stand?

Mermaids and Action for Children, 2010

Poetry, prose, artwork and personal stories

by children, young people and their parents

Trans* Inclusion Schools Toolkit

1 Introduction
1.1

Purpose of the toolkit

The purpose of this document is to provide information and guidance to schools and colleges
in East Sussex on how to more effectively support transgender and gender questioning pupils
and students and prevent transphobia. This toolkit will enable schools to further embed the
good work they are doing in this area and develop their approach to trans* inclusion and
support. We hope that using this toolkit will:
Increase the confidence of staff in supporting transgender pupils and students or those
that are coming out as trans* or beginning to question their gender identity, by providing
an introduction to trans* identities and the issues that trans* children and young people
may face
Provide information that will allow schools to feel confident that they are complying with
the Equality Act 20101 and anti-bullying guidance in relation to trans* children and young
people
Highlight areas to consider when developing whole school policy and practice that will
allow trans* children and young people to achieve at school and will reduce transphobic
discrimination and bullying.

1.2 Underlying principles

Practice to support trans* children and young people should be embedded across school
policies and curriculum. It should also build on best practice already in place to meet the
Public Sector Duty of the Equality Act and eliminate unlawful discrimination, harassment and
victimisation, advance equality of opportunity and foster good relations.
However, schools and other settings may be particularly challenged by the specific needs of
trans* children.This toolkit is intended to support exploration of these challenges and find
solutions in the best interests of the child or young person and the wider school community.
This toolkit can therefore support schools to review and develop policies related to
equality,curriculum, anti-bullying and wider issues.
In developing practice to support trans* children and young people, schools should try to
follow these principles:
Avoid seeing the child or young person as a problem and instead see them as an
opportunity to enrich the school community and to challenge gender stereotypes and
norms on a wider scale

See section 4.1 and for further national advice on the Equality Act. For specific school guidance
visit Equality Guidance for Schools

Trans* Inclusion Schools Toolkit

 Consider gender as a spectrum and take a non-binary approach to gender. Gender is often
an important part of our identity and developing a positive sense of gender identity is
part of growing up. However, gender identity is often complex and there is a spectrum of
gender which is wider than just male and female
Listen to the child or young person and their parents and carers, and wherever possible
follow their lead and preferences
Providing support to a trans* child or young person at any particular point in time does
not signal that they are or will conform to any single trans* identity or follow any particular
path of transition
Avoid where possible gender segregated activities and where this cannot be avoided,
allow the child or young person to access the activity that corresponds to their gender
identity
Work on transphobia links closely to work on challenging and preventing sexism,
homophobia and biphobia ensure that the school community is aware of this in terms of
curriculum content and the challenging of prejudice and bullying
In supporting a trans* or non-binary gender conforming child, schools and individuals
may have to re-think views and practices on gender and identity which have been
accepted as standard for a long time. This can be challenging, but no pupil should be
made to feel that they are the ones who are causing problems or that they owe anything
to their school in return for being treated with the equality they deserve and are legally
entitled to.

Photo: Some People project

Trans* Inclusion Schools Toolkit

2 Developing understanding of
trans* and gender questioning
children and young people
2.1 Definitions
Some definitions used in the area of gender identity are given below and in Appendix 1. The
umbrella terms transgender and trans* are viewed by many people as being acceptable
terms to describe people whose sense of their gender or gender identity is seen as being
different to typical gender norms. However, wherever possible, individuals should be given
opportunities to say how they identify or describe themselves rather than labels being
ascribed to them.
Cisgender Person A person whose biological sex matches their gender. For example, a
female sexed person who identifies with their female gender. In other words, it is a term for
non-trans* people.
Transgender/Trans/trans* Umbrella terms used to describe people who identify as:
Transgender
Transsexual
Cross-Dresser
Intersex
Neither male nor female
Androgynous
A third gender
Or who have a gender identity which we do not yet have words to describe
In this toolkit, the term trans* is used to describe any person who would fit into the definition
above.
Transgender Person A person whose gender identity is different from the sex they were
assigned at birth. Some transgender people will choose to transition socially and some will
also take medical steps to physically transition (with the help of hormone therapy and/or
surgery) to live in the gender role of their choice.
Transsexual Person A person with a consistent and overwhelming desire to transition and
fulfil their life as the opposite gender. Most transsexual people actively
desire and complete gender re-assignment surgery.

Trans* Inclusion Schools Toolkit

When considering trans* identities, it is important to understand that there is a difference

between biological sex and gender. Biological sex refers to chromosomal make up, genitalia,
hormones etc and as such would be used in reference to the physical anatomy of a person
(for example, male, female or intersex). Gender concerns your internal sense of self and how
you choose to express yourself. Gender is considered by some to be a social construction,in
that children learn how to behave in a manner deemed to be in line with their biological sex.
Children and young people may question their gender identity for a range of reasons and this
may not mean they are definitely trans* or will go on to transition. The important thing is to
validate the young persons identity as it is now, and support any changes that may arise as
they come to explore their gender identity further.
Every individual is unique; each person will experience their gender variance to a different
degree and will respond to social circumstances differently. For some people, it is not
appropriate to think of gender identity as being totally female or totally male. They may
consider their gender identity to be fluid, partially male and partially female, or they may
consider themselves to be ungendered.
Some people who consider their gender identity to be fluid may use the term GenderQueer
to describe themselves. They may also use gender neutral pronouns (for example, they or
zie) or prefer people to not use any pronouns to describe them. It can be difficult to identify
as GenderQueer in a society that is very gendered. In particular, school environments may
have lots of areas where boys and girls are separated or treated in ways that highlight a
gender binary. This may be through physical segregation for certain classes like PE, or it
could be more subtle ways of enforcing a gender divide through the acceptance of gender
stereotyping in the classroom or curriculum.
Current estimates put the number of trans* people in the UK at around 1%. However, it is
likely that the number of trans* people is actually much higher than this.
There is a lack of statistical information about trans* people due to the fact that they are
often not included in surveys, monitoring forms, research or the national census. As a
result, estimates of the number of trans* people are often based on the number of trans*
people who have contact with Gender Identity Clinics. Not all trans* people undergo medical
transition so these estimate figures wont include many trans* and gender questioning
people.

10

Trans* Inclusion Schools Toolkit

2.2 Gender identity and sexual orientation

As discussed, gender identity concerns your internal sense of self (male, female, neither,
or both) and how you choose to express yourself. This is completely different to sexual
orientation which concerns who you are sexually attracted to - whether that be men, women,
both or neither. Gender identity and sexual orientation are varied and complex and may
change over time. Trans* people, like cisgender (non-trans*) people, can have a range of
sexual orientations. Trans* men may identify as straight (sexually attracted to women), gay
(sexually attracted to men), bisexual (sexually attracted to women and men) or asexual
(feeling no sexual attraction to anyone). Trans* women may identify as straight (sexually
attracted to men), lesbian (sexually attracted to women), bisexual (sexually attracted to
men and women) or asexual (feeling no sexual attraction to anyone). Some people will also
identify as pansexual, which means they have a sexual or romantic attraction towards people
of all gender identities including those that dont fit into a gender binary.
While gender identity and sexual orientation are very different, there is a relationship
between transphobia and homophobia. Trans* people often experience homophobic abuse,
and lesbian, gay and bisexual people will often experience discrimination based on their
gender presentation.

Photo: Some People project

Trans* Inclusion Schools Toolkit

11

3 Experiences of trans* children

and young people
3.1 National data
Trans* children and young people are a particularly vulnerable group. According to Press for
Changes survey Engendered Penalties (2007), 64% of transgender men (female-to-male)
experienced transphobic bullying at school and 44% of transgender women (male-to-female)
experienced transphobic bullying at school. Someone whose gender presentation appears
different to their biological sex could be vulnerable to transphobic bullying but could also
suffer from homophobic or sexist and sexual bullying. For example, a trans* boy (someone
who is born biologically female but identifies as male) may be assumed to be a masculine
appearing girl and be called homophobic names like lezza or dyke. Similarly, a trans* girl
(someone who is born biologically male but identifies as a girl) may be called homophobic
and sexist names like sissy and poof.
On average, transgender children leave school earlier than any other group, and a recent
survey has shown that 25% have attempted suicide, and a further 25% have considered it
(http://trans*kids.synthasite.com).
Possible signs of a trans* child or young person who may need additional support includes:
Lack of concentration
Poor educational performance
Or conversely, total immersion in school work
Reluctance to use the school toilets
Reluctance to do physical exercise (especially if it is strongly associated to their birth
gender), including a reluctance to use the showers and changing rooms
Truanting
Sickness and absenteeism
Self-harm
Often at the receiving end of bullying, which is sometimes severe
Often homophobically bullied
Has few friends
Of course, some children may exhibit many of the above signs for other reasons than gender
identity issues; however they do show that the child may be very unhappy and needs further
support.

12

Trans* Inclusion Schools Toolkit

It is important to remember that while trans* and gender questioning children and young
people may face problems in some areas of their lives, these problems are not caused by
being trans* but by societys attitude towards people who are trans* or who do not conform
to gender norms. Transphobia can be defined as an irrational fear, hatred and abuse of
trans* people and people who do not conform to traditional gender norms. Transphobia can
take many forms including direct or indirect pressure on trans* people to conform to their
perceived sex.
Mermaids, a support group for gender variant children and teenagers, and Action for
Children, have produced a powerful collection of testimonies from trans* children and young
people in a publication called Where Do Mermaids Stand? It is recommended that these are
used in PSHE lessons and staff training to develop understanding of the experiences of trans*
children and young people; including those of primary school age.

3.2 Testimonies from young people at Some People

Some People is an ESCC-led project based in Hastings for LGBTQ young people aged 14 to 19.
I think adults who say young people cannot decide who they will be for the rest of their
lives need to realise that if a person can decide they are Trans or Gender Queer they can also
make the choice of killing or harming themselves. People need to learn to listen without
being opinionated and gain some empathy.
Craig, 16
Ive always been told that its just a phase or that I was copying things Ive read online.
People have patronised me throughout my whole life as a trans person. Itd be really great
if people could try to listen to me for once and took me seriously. Being told that you arent
the person you know yourself to be is really depressing and demeaning.
Tom, 14
Actually listen to people when they say theyre uncomfortable using a set-gender toilet.
Take into consideration what they say and come to a solution thats best for the student,
yourself and other students.
Ezra, 16
Yeah, Im just a normal boy and Im growing into a normal man. The only thing thats
different with me is that I was born into the wrong body. To be perfectly honest, the most
torment Ive suffered has been from the worst enemy anyone could ever imagine - myself,
although this was not made easier by others. Because of the anger and disgust I feel about
myself, I tried to end my own life. This was not helped by the amount of pressure I felt from
others, forcing me to be how I was born. All I needed was positive support from others who
love and respect me for being me. The reason I am still here today is because of a simple
action from good people, kindness and a smile. Its not hard to smile at someone and
respect them for being themselves. Just support them, on a normal day for you but what
could be the day they make the biggest decision of their lives, whether to live and fight or
cry and give up.
Edwin, 18

Trans* Inclusion Schools Toolkit

13

3.3 Feedback from consultation with trans* and gender

questioning young people at Transformers
Transformers is a trans* youth group for trans* and gender questioning young people, which
is part of Brighton & Hoves Allsorts Youth Project.
When asked what their greatest concerns were as a trans* pupil or student in school, young
trans* people at Transformers all agreed that toilet arrangements were a cause for concern.
All of the young people we spoke to had experience of verbal and occasionally physical abuse
when using toilets, both in school and outside of school. Their chief concerns were that if
they use a toilet which they deem appropriate to their chosen gender, that they will be read
as their birth gender and experience prejudice from other pupils or students. Obviously, they
do not feel comfortable using toilets appropriate to their genetic sex for the same reason, and
for the simple reason, that these are not the right toilets for them to use.
The general consensus among the young people with whom we spoke was that mixed gender
toilets are the ideal solution. Many had experience of using the disabled toilets but felt that
this was not appropriate for them, because they either felt that they were using a facility
which someone else who actually had a disability could be using and there was a certain
resentment among a few young people that their trans* status should be seen as a disability.
The use of changing rooms also caused concern for the trans* young people we spoke to, for
the same reasons as those regarding toilet facilities. Many trans* young people said that they
felt extremely vulnerable while using changing facilities at school.
Furthermore, some young people at Transformers have reported that school staff have
sometimes used the schools support of them as a means to ask more of those pupils and
students. For example; we have been very accommodating with your name change, it is
time you pulled your weight. This kind of bargaining is wholly unacceptable. Any concerns
about the behaviour of a trans* child and young person should be dealt with in line with the
schools behaviour policy and not in relation to their trans* status.

14

Trans* Inclusion Schools Toolkit

4 Legal context and Ofsted

framework
4.1 Equality Act, 2010
Under the Equality Act, 2010 schools must have due regard to the need to:
Eliminate unlawful discrimination, harassment and victimisation and other conduct
prohibited by the act
Advance equality of opportunity between people who share a protected characteristic and
those who do not
Foster good relations between people who share a protected characteristic and those who
do not
The act refers to the following protected characteristics:
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Religion or belief
Sex
Sexual orientation
The Equality Act provides protection from discrimination because of gender reassignment in
schools. This means that it is unlawful for schools to treat pupils less favourably because of
their gender reassignment, and that schools will have to factor in gender reassignment when
considering their obligations under the new Equality Duty. Gender reassignment is defined in
the Equality Act as applying to anyone who is undergoing, has undergone, or is proposing to
undergo, a process (or part of a process) of reassigning their sex by changing physiological or
other attributes.This definition means that in order to be protected under the act, a pupil will
not necessarily have to be undertaking a medical procedure to change their sex. Pupils who
are undergoing a social transition, for example, going by a preferred name or pronoun are
protected by the Equality Act2.

Equality Act 2010: Advice for Schools

Trans* Inclusion Schools Toolkit

15

4.2 Safeguarding
There are no issues under child protection or safeguarding law, or practice specific to trans*
children and young people, aside from what is in place to keep all children and young people
safe.

4.3 Ofsted School Inspection Framework, 2012

The principles of school inspection as described in the Framework for School Inspection
September 2012 states that the inspection will focus on the needs of pupils and parents
by evaluating the extent to which schools provide an inclusive environment which meets
the needs of all pupils irrespective of age, disability, gender reassignment, race, religion or
belief, sex or sexual orientation.
The Ofsted School Inspection Handbook also details how inspection will evaluate how well
individual pupils benefit from the school and states it may be relevant to pay particular
attention to those with protected characteristics, therefore including transgender pupils.
Under spiritual, moral, social and cultural development, Ofsted will look for evidence where
pupils:
Develop awareness and respect for diversity in relation to, for example gender, race,
religion and belief, sexual orientation and disability.
Inspectors will also consider:
Types, rates and patterns of bullying and the effectiveness of the schools actions to
prevent and tackle all forms of bullying and harassment this includes cyber-bullying and
prejudice-based bullying related to special education need, sexual orientation, sex, race,
religion and belief, gender reassignment or disability.

16

Trans* Inclusion Schools Toolkit

5 A whole school approach

5.1 Building on good practice already in place
Some schools in East Sussex are already working to ensure that their whole school
environment is supportive to trans* and gender questioning children and young people, by
developing:
A culture and whole school environment that celebrates difference and diversity and one
in which all children and young people can see themselves reflected and valued
Systems and processes which support vulnerable children and young people
Effective anti-bullying and equality policies which ensure the whole school community
challenges and records bullying and prejudice-based incidents effectively and are
confident in challenging sexist and homophobic bullying
Ensuring the curriculum provides opportunities to challenge stereotypes, including those
based on gender, and avoids making assumptions about sex, gender, gender identity and
sexual orientation
Having positive relationships with parents, carers, pupils and students that listen and
respond to individual needs and preferences.

5.2 Developing a whole school approach to preventing

transphobia and supporting trans* children and

young people
As with any child or children with a protected characteristic, a whole school approach is
needed to support and keep safe trans* and gender questioning children, young people and
staff. The school will want to ensure they do the following:
Acknowledge there will be trans* people within the school community as parents and
carers, staff, governors and children and young people, and that they will positively enrich
the school community
Ensure trans* issues and transphobia is acknowledged across the school policy
framework
Closely monitor all areas of the curriculum and resources to ensure that they do not
contain gender stereotypes or transphobic material
Ensure that the curriculum and in particular PSHE is used to challenge gender
stereotypes, support the development of a positive sense of gender identity, develop
understanding of trans* issues and prevent transphobia.

Trans* Inclusion Schools Toolkit

17

 Effectively challenge, record and deal with transphobic abuse, harassment and bullying
(eg name-calling, derogatory jokes, graffiti, unacceptable or unwanted behaviour,
intrusive questions) and then monitor incidence of transphobic abuse, harassment and
bullying, and use this information to inform whole school developments. See Appendix
5 for some ideas on how to challenge homophobia, biphobia and transphobia and local
authority guidance
Develop a variety of methods for children and young people to report transphobic bullying
and incidents
Include trans* issues in equality training for staff and governors
Create an environment in which all staff and pupils/students, whatever their gender
identity, feel equally welcome and valued and in which transphobic behaviour is
challenged
Participate in events such as LGBT History Month and ensure visibility of trans* people
and their achievements
Provide appropriate support to children and young people who identify as trans* and refer
them and their families when needed to services such as Allsorts Youth Project.

5.3 Transphobic bullying and incidents

As was stated in the introduction, trans* and gender questioning children and young people
are vulnerable to bullying, as is any child or young person who does not conform to gender
norms and stereotypes. Additionally children and young people with trans* family members
may also be transphobically bullied. Transphobic bullying therefore may be perpetrated by
pupils, students, parents, carers, or staff members and could be directed at:
Trans* children, young people and adults inside and outside of the school community
Children, young people and adults who do not conform to gender stereotypes
Children and young people with trans* parents, relatives and friends
Lesbian, gay and bisexual children young people and adults
Schools will need to ensure that the curriculum, assemblies and whole school environment is
used to challenge gender stereotypes and binary notions of gender, to create a safe learning
environment for all children and young people and to prevent bullying and transphobia.
Staff should ensure that all transphobic bullying and incidents are recorded in line with the
East Sussex schools anti-social behaviour, bullying and hate incident recording and reporting
guidance3. If SIMS is used for this purpose as suggested in the guidance, then the safety
of individual pupils and students can be tracked, as can the behaviours of perpetrators.
This data can also be used to target preventative interventions and measure the impact of
activities. It is also useful evidence for Ofsted.

18

Hate Incident recording and Reporting Guidance for East Sussex schools
Trans* Inclusion Schools Toolkit

There is also a relationship between transphobia, homophobia and sexism. Sexist, sexual
or transphobic bullying are the not the same as homophobic bullying. However, very often,
sexist attitudes manifest themselves in homophobic bullying and any child or young person
who is perceived as not expressing stereotypically masculine or feminine traits expected of
their sex, might experience homophobic or transphobic bullying. Staff will need to use their
professional judgement as to whether some incidents should be recorded as homophobic
or transphobic, but take care not to under-record transphobia. Sexist, sexual or transphobic
bullying may also occur in conjunction with other forms of bullying, such as racist bullying or
bullying related to special educational needs or disabilities.
If a transphobic incident occurs in public and the member of staff dealing with it is aware
that the child or young person is trans* but they are not out to the rest of the community,
the member of staff must challenge the prejudice, but may need to take care not to label the
incident as transphobic in front of other pupils and students and then as a result out the
person being targeted. The incident would still be recorded as a transphobic incident.
There may be occasions where transphobic bullying has wider safeguarding implications, or
involves criminal behaviour, and in these cases schools need to follow normal safeguarding
processes and/or notify the police.

5.4 Language
Members of the school community should strive to use the preferred pronoun for a trans*
child, young person or adult. In addition, staff should think carefully about the language they
use and when possible, attempt to use language which does not reinforce a binary approach
to gender (ie there are just males and females).
Staff could reflect on the use of language when working with groups of pupils or students.
It is sometimes not necessary to use gender specific language. It may be preferable to say
come on Year 8s, off to your lesson now or come on pupils, time to get on with your
learning.
The purpose of this is not to deny gender as an important part of our identity, in fact this can
be explored as part of learning in lessons such as PSHE; however, care needs to be taken to
avoid excluding those who do not see themselves as male or female, or make assumptions
about someones gender identity because of how they appear.

Trans* Inclusion Schools Toolkit

19

5.5 Curriculum and teaching and learning

The school environment, curriculum, assemblies and tutor time can all be used to explore
issues of sex, gender, gender identity and transphobia, and to make visible and celebrate
trans* people.
Staff will also want to consider teaching and learning approaches that they use which may
have the impact of making trans* children and young people feel confused, excluded or
uncomfortable. For example, grouping pupils and students by gender may have this impact
and staff should consider whether this is vital, if and when an alternative approach could be
used, and how to make it clear that a child who feels safe to do so can be grouped according
to their gender identity, rather than their biological sex.

Photo: Some People project

There may be times when single gender work is needed. This may include aspects of sex
and relationship education or to support the learning needs of particular groups (e.g. boys
and literacy). Providing a clear need is identified, the Equality Act allows for such provision.
However, for participants it needs to be made clear that they can participate according to
their gender identity. For example, a trans* boy could attend a boys reading group if his
literacy required targeted support.

20

Trans* Inclusion Schools Toolkit

6 Supporting the individual trans*

or gender questioning child or
young person
6.1 An individualised approach to support
Given the spectrum of trans* identities and experiences, it is important that any support
you offer a trans* child or young person starts with identifying their individual needs. It is
important that their identity is validated and supported in any work that you do. An initial
conversation would be a good time to allow the child or young person to talk about how they
identify or feel about their gender. Remember that any guidance in this Toolkit will need to
be tailored for each individual child young person. Some trans* children and young people
and their families may benefit from individual support from a service such as Allsorts Youth
Project. Support provided by them or that provided in school would be with absolutely no
expectation that the child or young person will conform to any single trans* identity, or follow
any particular path of transition

6.2 How to support a child or young person who wants to

transition
Transition can mean different things to different people, so it is important to find out what
this means to the child or young person you are supporting. Broadly speaking, most aspects
of transition can be divided into social or medical. Social transition is choosing to live your
life as your preferred gender. This could include:
A name change
A change in pronoun (he, she, they, zie etc.)
Wearing clothes that are associated with their gender identity
Use of toilets/changing rooms appropriate to their gender identity rather than biological
sex
Medical transition is the process by which a trans* person takes steps to physically alter their
body. This may include taking hormones and or having gender reassignment surgeries. Some
trans* young people will be hoping to undergo both social and medical aspects of transition,
while some will choose just the social aspects. A young persons goals in terms of transition
may change over time and the support offered needs to reflect and support this. Once you
have an understanding of the areas in which a child or young person is planning to transition,
you can think about how to facilitate these changes at school and refer to the guidance
below. It is vital that the staff team provide informed and consistent support to individuals
who choose to present in their chosen or preferred gender. See Section 7.9 for more on
medical transition.

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6.3 Timing of transition

Some children and young people, with support from their families, may choose to make a
transition into their preferred gender identity at a point when they are changing schools. This
may minimise the number of other members of the school community who are aware that
the child or young person is trans*. Secondary schools therefore, may need to be particularly
aware and supportive of children transferring from a primary to their secondary school who
are planning to begin Year 7 with a different name and pronoun. In particular, the school may
need to consider how to work with the pupils and their families from the original primary
school, who may be aware of this change.
Although a change of school may be a good time to transition for some, it should not be seen
as the only opportunity. The right time to transition from one gender identity to another will
be when the child or young person feels they are ready.
Some young people may choose to apply to attend another school at the point of transition
and will have to apply through the usual admissions process.
However, it is hoped that all schools across East Sussex will be able to effectively support a
trans* child or young person, including those transitioning.

6.4 Support services

There are some local and national projects which offer support to trans* and gender
questioning children and young people. They provide a safe and non-judgmental space
where trans* or gender questioning children and young people can be themselves and
explore their gender identity. There is no expectation to conform to any single trans* identity
or follow any particular path of transition.
Some People is a Hastings-based project for LGBTQ young people aged 14 to 19 run by
East Sussex County Council. It meets every Tuesday from 6.00pm to 8.00pm. For more
information, contact Neil Fidler or Nicola Marshall at [email protected]. You
can also phone or text Nicola on 07974 579865.
Allsorts is a Brighton-based youth project that provides a range of support services for LGBTQ
young people. It includes a trans* youth group called Transformers and offers one-to-one
support for trans* and gender questioning young people. Telephone: 01273 721211.
Visit www.allsortsyouth.org.uk.
Mermaids is a support group for gender variant children and teenagers their families. Visit
www.mermaidsuk.org.uk
Gendered Intelligence is based in London and works with young trans* people across
England. It provides a range of services including art projects, peer support and training for
professionals. Visit http://genderedintelligence.co.uk

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7 Managing specific issues for

trans* and gender questioning
children and young people
7.1 Uniform and dress
Trans* and gender questioning pupils and students have the right to dress in a manner
consistent with their gender identity or gender expression. By providing a choice of approved
items of uniform and allowing pupils and students to choose what they wish to wear, schools
will allow for regulated structure but without exclusion. Indeed, many female-born students
prefer to wear trousers to school or may have religious or faith-based reasons for doing so.
Depending on the individual, the choice to begin dressing in the clothes associated with
ones chosen gender can be a very big step and potentially very daunting. This can often
represent one of the earliest stages of transition and is a profound statement of acceptance
of ones identity and commitment to it. In doing so though, these pupils are making
themselves more visibly different from much of the school community and effectively outing
themselves to the rest of the school as trans*.
Care must be taken to ensure that trans* identified children and young people are
supported fully during this time. Staff training is paramount to ensure that all staff have
an understanding of what it means to be trans* and exactly why a child or young person
may be dressing differently. Remember that a pupil who identifies as a trans* girl but was
born a genetic male, is not a boy dressed as a girl, but is a girl who outwardly at this point
resembles a boy. By allowing a trans* child or young person to dress in clothes which they
feel comfortable with, schools empower them to express themselves by bringing their
outward appearance in line with that of their internal gender identity at that point in time.

7.2 Names and pronoun change

Respecting a child or young persons request to change name and pronoun is a pivotal part of
supporting and validating that young persons identity. It is also important to consistently use
preferred pronouns and names in order to protect a child or young persons confidentiality,
and to not out them in ways that may be unsafe and exposing.
Some trans* children and young people may wish to change their name to make it in line
with their chosen gender identity. Although they may not have changed their name legally,
individuals have the right to choose the name by which they are known to staff, friends and
family. Any problems are likely to be the practical ones of proving that different names refer
to the same person.
More information on changing names on birth certificates can be found at:
www.deedpoll.org.uk/CanABirthCertificateBeChanged.html

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As has been stated, a pupil or student has the right to be addressed by a name and pronoun
that corresponds to their preferred gender identity. A change of name by deed poll is not
required to make a change to school records on systems such as SIMS. To make a change
of name on a SIMS record, please see Appendix 3. Currently it is understood to be the case
that the gender has to remain the one that was registered at the time of the Unique Pupil
Number assignment, unless the birth certificate/legal gender is changed by way of a Gender
Recognition Certificate. This is because all of the DfE analysis for that school would be based
on the individual's birth gender.
However, entry for exams and exam certificates are more complex. The Joint Council for
Qualifications paper work states that:
The centre agrees to: enter candidates under names that can be verified against
suitable identification such as a birth certificate, passport or drivers licence. You
may need to check that the name the candidate is using within the centre is his/
her legal name rather than a known as name.
Furthermore, once a result is accredited, it will need to be linked with a Unique Pupil Number
(UPN) or Unique Learner Number (ULN) which existed in the school census information
submitted in January of the exam year. UPNs and ULNs are only linked with legal names,
not preferred names. In order to use a chosen or preferred name on an exam document, a
student will need to have changed their name by deed poll. If the student is under 16 then the
consent of all people with parental responsibility is required. Once the student is 16, they can
apply for a deed poll in their own right. Parental consent is not needed.
Although some young people may feel that they want to change their name by deed poll,
others may not feel that this is a step that they are ready to take. This will unfortunately mean
that although they may have established themselves within the school under a chosen name
and gender identity, when filling in exam documentation, they will have to use their birth
name and gender. This could potentially be a source of distress for that individual and care
should be taken by staff to support such a young person to accept that this is a necessary
measure, but that it does not invalidate their chosen identity. Emphasis could be put on the
notion of them biding their time, perhaps until they are finished with their exams, before
taking steps to change their name and gender identity officially. Staff should remain sensitive
and supportive during such times.
Schools and colleges are encouraged to ensure a strategy is agreed with the pupil or student
and their parents and carers. This then needs to be agreed with the various exam boards
prior to starting GCSE courses, as some exams may be sat in Year 10 and the length of time
the process of re- registering may take. Schools will also need to be aware that the DfE
analysis of school performance may still present the student in the gender registered by their
UPN.

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7.3 Confidentiality and information sharing

All people, including pupils and students, have a right to privacy. This includes the right
to keep private ones trans* status or gender-nonconforming presentation at school.
Information about a students transgender status, legal name, or gender assigned at birth
also may constitute confidential medical information. School staff should not disclose
information that may reveal a pupil or students transgender status or gender- nonconforming
presentation to others, including parents, carers and other members of the school
community, unless legally required to do so or because the child or young person has asked
them to do so. Staff should not discuss trans* pupils and students outside of school with
friends and so on, even when making no particular reference to their name or personal
details. The trans* community is such a small one that even a casual reference to a certain
pupil may be enough to out that individual or, at the very least, compromise confidentiality.
When a child or young person initially discloses their trans* status, it is important to talk to
them about confidentiality and who, if anyone, they would like information to be shared with.
Trans* and gender questioning pupils and students have the right to discuss and express
their gender identity openly and to decide when, with whom, and how much to share
information. When contacting the parent or carer of a trans* or gender questioning student,
school personnel should use the students legal name and the pronoun corresponding to the
students gender assigned at birth unless the pupils, student, parent, or carer has specified
otherwise.

7.4 Working with parents and carers

Many parents and carers of a child or young person who identifies as trans* or gender
questioning will be supportive of their childs gender identity; however, this is not always
the case. When working with parents and carers, schools should bear in mind that they are
representing the interests of the child or young person. As far as possible, care should be
taken to ensure the wishes of the individual pupil or student are taken into account, with a
view to supporting them during potential transition. Confidential information must not be
shared even with the parents and carers without the child or young persons permission,
unless there are safeguarding reasons for doing so.
Allsorts Youth Project can provide support to the parents or carers of a trans* child or
young person, or can provide advice to schools about how to work with parents and carers;
including those who are requesting that the school does not support their child to express
their gender identity.

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7.5 Toilets
Pupils and students have the right to access the toilet that corresponds to their gender
identity. Any pupils or student who has a need or desire for increased privacy, regardless
of the underlying reason, should be provided access to a single stall toilet, but no pupil or
student shall be required to use such a toilet.
Ideally schools would provide single stall toilets that can be used by all. Some schools have
already begun to use this system with success. If need be, a member of staff or designated
pupils or students can be allocated as toilet monitor during break times to ensure that
pupils and students feel safe while using the facilities. Some cisgendered females, however,
have expressed concerns about these toilets and the fact others might know they have their
periods because of time spent in the toilet there may be a case for also exploring how this
range of needs can be met.
If a school is undergoing refurbishment/building work and has an opportunity to make
changes to the toilet facilities, it is considered good practice to involve the pupils at the
design stage. Where unisex toilets are being added it is generally best to consult with pupils,
parents/carers and staff so that they have a chance to understand the layout of the new
facilities and the practicalities of using them. This is a good way of addressing any concerns
before installation takes place. Gender-specific facilities should also be available.
The Department for Education publishes detailed guidance to help schools understand their
obligations and duties in relation to the School Premises Regulations 2012. There are fewer
regulations than previously and they are less prescriptive, allowing schools more flexibility in
how they use their premises. Working closely with architects, contractors, and local authority
school property teams is the best way to provide specific facilities for schools.

7.6 Changing rooms

The use of changing rooms by trans* pupils and students should be assessed on a case-bycase basis in discussion with the trans* pupils or student. The goal should be to maximise
social integration and promote an equal opportunity to participate in physical education
classes and sports, ensuring the safety and comfort, and minimising stigmatisation of the
pupil or student. In most cases, trans* pupils or students should have access to the changing
room that corresponds to their gender identity. This approach is underpinned by the Equality
Act 2010, whereby refusing a child or young person access to the changing room of their true
gender identity would constitute an act of discrimination.
Any pupil or student who has a need or desire for increased privacy, regardless of the
underlying reason, should be provided with a reasonable alternative changing area, such
as the use of a private area (eg a nearby toilet stall with a door, an area separated by a
curtain, or a nearby office), or with a separate time to change (e.g. using the changing room
that corresponds to their gender identity before or after other students). Any alternative
arrangement should be provided in a way that protects the pupil or students ability to keep
his or her trans* status confidential.

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Trans* Inclusion Schools Toolkit

7.7 PE and fitness

Schools should aim to reduce as far as possible segregating pupils and students by gender.
Trans* pupils and students should be supported to enable equal access to PE and where
lessons are segregated by gender should be enabled to participate in the activity which
corresponds to their gender identity if this is what they request.
Most secondary schools organise PE groups as mixed gender for the first two years but later
in the school system, PE groups separate into gendered groups. Concerns have been raised
that some trans* pupils and students may be at a competitive advantage, particularly young
trans* women, whose bodies may well have developed slightly stronger than their genetic
female class mates. This however should not be a problem if lessons are carefully structured
and managed and learning appropriately differentiated. Similarly concerns have been raised
about trans* young men playing contact sports like rugby and potentially being of a smaller
build than some male students. PE teachers are used to differentiating their lessons and
taking into account the range of size, build and ability in the class to keep all students safe
and so the same principles can be applied. These issues should be discussed with trans*
pupils and students themselves and if appropriate with their parents or carers.
Trans* and gender questioning pupils and students should be permitted to participate in
competitions and sports days in a manner consistent with their gender identity if they wish to
do so. It is unlikely that pre-puberty there would be any issues with a trans* child competing
and representing the school. In the case of competitive secondary sports, schools may need
to seek advice from the relevant sporting body. The handling of changing facilities at an away
game would also have to be sensitively managed.

7.8 Residential trips

A degree of discussion, care and preparation is required to enable trans* pupils and students
to participate in residential trips. To exclude trans* pupils and students from residential trips
would be contravening the Equality Act.
As far as possible, trans* pupils and students should be able to sleep in dorms appropriate
to their gender identity. Some trans* children and young people may not feel comfortable
doing this and in such cases alternative sleeping and living arrangements should be made.
Similarly, the degree of participation in physical activities that a trans* child or young person
feels comfortable with should be discussed prior to any residential trip with them and if
appropriate their parents or carers. For example, young trans* men who are binding their
breasts can often experience a great degree of discomfort when participating in activities
such as climbing or canoeing. Where a trans* young person feels that they do not want to or
cannot participate, alternative arrangements should be made to allow for those pupils
to participate in a more appropriate activity. Risk assessments can be carried our prior
to residential trips in order to make reasonable adjustments which would enable the
participation of trans* pupils or students.

Trans* Inclusion Schools Toolkit

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Schools and colleges should consider and investigate the laws regarding trans* communities
in countries considered for school visits. The International Lesbian and Gay Association
(ILGA) have information on their website about countries that pose a risk to trans*
individuals.

7.9 Transition and medical intervention

While most support for young trans* people in schools will be around the social aspects of
transition and only some trans* young people will want medical transition, it will be the case
that for any young person undergoing medical transition, there will be an impact on their
time at school. An understanding of some of the key stages of medical transition will enable
school staff to be supportive.
Medical treatment is provided in a series of phases that include:
A Psychological assessment and counselling. Initially this would happen locally with a
CAMHS worker who can then refer to a Gender Identity Clinic.
Medication to block the production of the natural hormones that feminise or masculinise
the body during puberty. This may be followed by prescribing hormones to masculinise or
feminise the body.
Gender reassignment surgeries would not usually be carried out until a person is over
18 years.
Coming to terms with your gender identity if you are trans* can be a difficult time for any
person, and starting the initial stages of medical transition can be particularly demanding for
the young person and their family. It is a time where support could be needed. It is important
to ensure that there is a procedure in place whereby the young person can access a form of
counselling (if applicable) in order to support them through their time at school. This would
mean that a counsellor should be knowledgeable of trans* issues and the potential
challenges the young person may face in school. Mental health can be impacted during
transition for a multitude of reasons; therefore recognition needs to be given and adequate
support must be in place around this.
It is possible the young person may be accessing support from outside of school, so
provisions must be made in order for the student to be absent from school but to also
maintain their confidentiality at all times when complying with absence procedures. The
pupils or student may need time off for a medical appointment and it should be recorded as
an M code rather than being off sick.

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Trans* Inclusion Schools Toolkit

8 Supporting the whole school

community to have a positive
understanding of transgender
people
All schools need to work towards a robust whole school approach to develop an
understanding of trans* issues and prevention of transphobia. This will minimise the
potential of issues or concerns being raised by cisgender members of the school community,
including parents and carers, about trans* children and young people accessing toilets,
residential facilities etc, according to their gender identity rather than their biological sex.
Raising awareness of the schools approach to transphobia and supporting trans* and gender
questioning children and young people can be done through school newsletters and websites
by for example:
Having an anti-bullying week focus on transphobia
Celebrating LGBT History Month
Providing information about PSHE lessons on gender stereotyping, gender identity and
trans* issues
Including an equality objective (Public Sector Duty of the Equality Act) which supports the
needs of trans* children and young people.
There will be cases where a child or young persons trans* identity is not widely known and
the school should seek to protect this information, unless the trans* child or young person
wishes it to be known.
Where a childs trans* identity is known to the wider school community, schools will need
to ensure that they have a robust language, using the Equality Act and a Human Rights
approach, to counteract any prejudice expressed or concerns raised. Additionally, when
a parent or carer raises a concern about the feelings of their child when spending time in
the company of a trans* identified pupil or staff member, support work should be aimed at
answering the question: how can we make your child feel better? rather than compromising
the rights of the trans* person.

Trans* Inclusion Schools Toolkit

29

Scenario 1
My daughter doesnt want a boy changing next to her,
what if he looks at her body?
For example, in this scenario it would not be appropriate to remove the trans* person
from the changing rooms if a concern is raised by a parent or carer. In this situation, it
would be far more appropriate to look at offering an alternative changing arrangement
for the child who feels uncomfortable around the trans* person. A Human Rights
response would be to state that although the individual in question may have the
body of a boy, they are in every other respect a girl and as such have the right under
the Equality Act to change with the girls and to be treated fairly as such. It is the
responsibility of members of staff to support both trans* students and cisgendered
students to feel comfortable around one another.

Scenario 2
Its not fair that he enters the 100 metres race for girls
when he is a boy/Or Wont she get injured playing rugby
with boys?
Similarly, pupils or students who feel that a trans* child should not be involved in
certain sporting activities may themselves need to be supported to do a different
activity.
This kind of support acknowledges that some individuals may struggle to understand
trans* people or initially feel uncomfortable around them, but does not support the
idea that trans* people should be treated any differently to cisgendered people. The
responsibility lies with the individual who has the problem to deal with that problem,
not with the trans* person to accommodate for that persons insecurity around them or
their child.

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Trans* Inclusion Schools Toolkit

9 Support for schools and colleges

to develop practice
Equality and Participation Team, Childrens Services
Staff training identifying, challenging and recording homophobic, biphobic and
transphobic language and bullying
Policy review and development
Email [email protected] to request support or call 01273 481151

Allsorts Youth Project

For information and advice related to individual children and young people
call 01273 721211
TAG fortnightly group for lesbian, gay, bisexual, trans* or unsure young people
aged 13-15
Transformers monthly group for Trans* or questioning young people aged 16-25
www.allsortsyouth.org.uk

Some People
Hastings group for lesbian, gay, bisexual, transgender or gender questioning young people
between the ages of 14 to 19. Meets every Tuesday from 6.00pm to 8.00pm. Run by the
Targeted Youth Support Service (TYS).
For more information please contact Neil Fidler or Nicola Marshall at
[email protected] or phone/text Nicola on 07974 579865.

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Useful websites and guidance

Cornwall Schools Transgender Guidance, 2012
Gendered Intelligence www.genderedintelligence.co.uk
Gender Identity Research and Education Society www.gires.org.uk including Guidance on
Combating Transphobic Bullying in Schools
Mermaids www.mermaidsuk.org.uk
The Gender Trust www.gendertrust.org.uk
Safe to Learn Guidance for Schools on Preventing and responding to sexist, sexual and
Transphobic bullying DCSF, 2009
Transkids http://transkids.synthasite.com

Photo: Some People project

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Trans* Inclusion Schools Toolkit

Appendix 1 Trans* Glossary

Assigned sex The sex you were assigned at
birth and raised as.
Cisgender A match between your biological
sex and your gender. For example a female
sexed person identifying with their female
gender. Also a term for non-transgender
people
Coming out A process by which a trans*
person will tell friends/family/co-workers etc
about their trans* status
Cross dresser A person who dresses in the
clothing of the opposite sex as defined by
socially accepted norms. They enjoy wearing
the clothes of the opposite sex occasionally
but they do not want to live their lives as the
opposite gender and therefore do not seek
hormone therapy or surgery. Cross dressers
are also referred to by some as transvestites
but this term is increasingly being seen
as offensive by members of the trans*
community and cross dresser is the preferred
term.
Deed Poll/Statutory Declaration The
means by which a person can legally change
their name.
FTM/Trans* man/a Transsexual man
Someone assigned female at birth but who
identifies as male.

Gender dysphoria A recognised medical

term which refers to the physical/mental/
social discomfort of being perceived and
living as ones assigned sex.
GIC Gender Identity Clinic.
Intersex A term for a variety of conditions
in which a person is born with a reproductive
or sexual anatomy that doesnt seem to fit
the typical definitions of male and female.
MTF/Trans* woman Someone assigned as
male at birth who identifies as a woman.
MAAB Male assigned at birth.
Non binary To not identify within the
binary male or female ideologies in Western
society
Oestrogen Sex hormone which may be
prescribed to some trans* women.
Outed When a trans* persons gender
status is made public knowledge without
their consent. This can happen either by
people deliberately talking about this person
being trans* or by careless violation of
confidentiality.

FAAB Female assigned at birth.

Pansexual A sexual or romantic attraction

towards people of all gender identities
including those that dont fit into a gender
binary.

Gender How a person feels in regards

to male/female/neither/both. A cognitive
process of recognising ones identity.

Passing Being seen or read as the

gender you present yourself as, e.g. a male
identifying person being read as male.

Genderqueer A gender diverse person

whose gender identity is neither male nor
female, is between or beyond genders, or a
combination of male and female.

Pronouns He, him, his, she, her, they,

them, their, hir, sie, ey, zie. (gender neutral).

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Sex Assigned at birth in relation to ones

genitals, chromosomes etc.
Sexual Orientation Attraction to people
i.e. gay, straight, bisexual, pansexual etc.
Stealth Living in ones acquired gender
without anyone knowing about ones trans*
status. A person may choose to be stealth in
some areas of their lives but not others.
Testosterone Sex hormone prescribed to
some trans* men.
To gender To assign someone else a
gender by noticing behaviour and body
presentation.
Top surgery Known term that trans* men
use when referring to chest surgery which
produces a male contoured chest.
Transgender Person A person whose
gender identity is different from the sex
they were assigned at birth. Some trans*
people will choose to transition socially and
some will take medical steps to physically
transition (with the help of hormone therapy
and/or surgery) to live in the gender role of
their choice.
Transgender Man Someone who was born
female but identifies as male. They will often
change their name to one more commonly
used by men, use the male pronoun (he)
and wear clothes that are typically worn by
men. They will sometimes undergo medical
procedures to change their physical
appearance, for example taking hormones or
undergoing surgery.

34

Transgender Woman Someone who

was born male but identifies as female.
They will often change their name to one
more commonly used by women, use the
female pronoun (she) and wear clothes
that are typically worn by women. They will
sometimes undergo medical procedures
to change their physical appearance, for
example taking hormones or undergoing
surgery.
Transgender/Trans* An umbrella term
which can be used to describe people who
are:
Transgender
Transsexual
Cross-dresser
Neither male nor female
Androgynous
A third gender
Or who have a gender identity which we
do not yet have words to describe.
Transition What constitutes as
transitioning may be different for many
trans* people, e.g. medical transition, social
transition, etc.
Transphobia - Irrational fear, hatred, abuse
etc. of trans* people and people who do not
conform to traditional gender norms.
Transsexual Person A person with a
consistent and overwhelming desire to
transition and fulfil their life as the opposite
gender. Most Transsexual people actively
desire and complete gender re-assignment
surgery.

Trans* Inclusion Schools Toolkit

Appendix 2 Definitions of bullying

and hate incidents
Definitions can be problematic. However, the process of examining, debating and reviewing
definitions is vital to anti-bullying and equality work. The following definitions are based
on recent national guidance. The definitions are provided here to inform the statements
and definitions that appear within individual school / college /settings policies. School /
College staff and pupils / students will then be able to use them as a guide when identifying,
recording and reporting bullying and hate incidents. Both bullying and hate incidents have
the potential to do harm to individuals, groups and communities, but responses to these
behaviours may differ. In particular, the cumulative impact of ongoing persistent bullying on
mental health should be recognised and acted upon.

What is a hate incident?

Any one off incident, which may or may not constitute a criminal offence, which is perceived
by the victim or any other person, as being motivated by prejudice or hate based on a
persons perceived or actual:
a.
b.
c.
d.
e.

Race/Ethnicity
Religion/Belief
Sexual Orientation
Disability and learning difficulties
Gender or gender identity

Examples of Hate Incidents

Hate incidents can consist of: verbal abuse or insults e.g. Detrimental comments, abusive
language and jokes relating to race, religion, disability/learning difficulties, gender/gender
identity; insulting gestures, abusive telephone calls, offensive messages.
In East Sussex we use the term Hate Incident, rather than prejudice- based incident so that
we are consistent with our partners e.g. the Police and district and borough councils.

What is a hate crime?

Any hate incident, which constitutes a criminal offence, perceived by the victim or any other
person, as being motivated by prejudice or hate (ACPO 2005).
Hate crime should be reported directly to the police
Note: The underpinning rationale behind a hate incident is perception. It is the perception of
the victim or any other person (e.g. a witness) that is the determining factor.

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What is bullying?
Behaviour by an individual or group, usually repeated over time, that intentionally hurts
another individual or group either physically or emotionally (DSCF, 2007)
This behaviour can include:
Verbal bullying e.g., Verbal bullying e.g. making personal threats, name-calling, nasty
comments or jokes
Physical bullying e.g., hitting, kicking, poking, punching, pushing, shoving, slapping,
tripping or spitting, inappropriate touching or being forced to do things you dont want to
do.
Indirect, e.g., ignoring, or excluding someone from the group e.g. not including them in
activities , gossiping or spreading rumours, dirty or intimidating looks stealing, damaging
belongings, targeted graffiti, or gestures
Cyber bullying e.g., sending threatening comments via email, text messages or Facebook,
or taking humiliating, pictures or video, clips which are then sent or shared with others

What is prejudice-based bullying?

Bullying behaviour motivated on grounds of an individuals gender, ethnicity, body image/
size, sexuality, disability, age, religion or belief. It may be motivated by actual differences or
perceived differences or as a result of association with someone else.

Extended definitions of types of bullying

Homophobic bullying
Homophobic bullying occurs when bullying is motivated by a prejudice against lesbian, gay
or bisexual people. This can affect:
Young people who are lesbian, gay or bisexual (LGB).
Young people who are thought to be lesbian, gay or bisexual.
Young people who are different in some way they may not act like the other boys or girls.
Young people who have gay, lesbian or bisexual friends, or family, or parents/carers are
gay, lesbian or bisexual.
Teachers, who may or may not be lesbian, gay or bisexual.
(Adapted from Homophobic Bullying; Safe to Learn Department for Children, Schools and
Families, 2007)

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Biphobic bullying
Bisexual people may experience homophobic
bullying but they are also likely to experience
biphobia, that is, prejudice which is
specifically related to their bisexual identity.
Biphobia often takes the form of stereotypes:
for example, that bisexual people are
greedy, promiscuous or confused.
Bisexual people can feel marginalised by
both the straight world and the lesbian and
gay community.

Sexist bullying
This is bullying based on sexist attitudes
that when expressed demean, intimidate or
harm another person because of their sex or
gender.

Transphobic Bullying

Photo: Some People project

Trans* is an umbrella term that describes people whose sense of their gender or gender
identity is seen as being different to typical gender norms. Where children and young people
are perceived not to be conforming to the dominant gender roles that may be widely expected
of them, schools should be alert for signs of bullying.
Transphobic bullying is commonly underpinned by sexist attitudes and can affect any child
or young person. An individual may also experience Transphobic bullying as a result of
perceptions that a parent, relative or other significant figure displays gender variance, or is
Transgender.
(Adapted from Preventing and responding to sexist, sexual and Transphobic bullying; Safe to
Learn Department for Children, Schools and Families, 2009)

Recording hate incidents and bullying

Schools are advised to record all hate incidents and bullying using the Behaviour
management part of SIMS. We also want all schools and academies to annually report their
hate incidents and bullying data to the local authority to enable the monitoring of types
and rates of bullying and hate incidents and inform the review and development of practice
across East Sussex. This data will be shared with partners including schools, academies and
the police. Individual schools will not be identified.
For more information and guidance documents see:
https://czone.eastsussex.gov.uk/supportingchildren/equality/hateincidents/
Pages/main.aspx

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Appendix 3 Amending the

Pupil/ Student Name in SIMS to a
Preferred Name
Open the individuals record in SIMS via Focus | Pupil/Student or the button.
When the record is open, amend the Preferred Forename box to reflect the persons chosen
forename. The legal name and gender must remain unchanged.

You can choose to add details on this change to the Name History area, but this is entirely
optional. To do this, click on the History button on the right hand side and then click New.

Once you have made the name amendment, it is advisable to check that registers and reports
will be displaying the preferred forename.

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To check the Registers:

Go to Tools | Setups | Attendance Setup | Module Setup
Ensure that the box Show Preferred Forename instead of Legal Forename is checked and
then Save.

Reports
Some commonly used reports, such as the registration group reports, are set up to use the
Legal Forename and Surname, therefore you may wish to amend these* via Reports | Design
Reports
Editing reports is relatively straightforward, however, if this is something that you have not
done before please contact the School ICT Service Desk for assistance.
*please ensure that you save any amended reports with a new unique name i.e. do not
overwrite the standard reports.
Any questions regarding any of the steps in this guidance should be referred to the School
ICT Service Desk on 01273 482519 or via email: [email protected].

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Getting more copies of this leaflet

You can get all our leaflets in large
print, easy read format, in Braille, on
audio tape or CD, or in other languages.
Please phone Social Care Direct on
0345 60 80 191 (calls may be recorded).
They are also available in PDF form,
which you can download from our
website at eastsussex.gov.uk
East Sussex County Council
County Hall
St Annes Crescent
Lewes BN7 1UE
Phone: 0345 60 80 190
Fax: 01273 481261
Website: eastsussex.gov.uk/contactus
October 2014 14-15 296