Trans identity and gender diversity
Supporting children and young
young people in Northumberland
The number of young people in Northumberland who identify as gender diverse, or trans, in common with elsewhere in the UK, is increasing rapidly. This doesn’t mean that these children didn’t previously exist, it means that they are no longer hidden; that they feel entitled and comfortable to live in the gender identity they align with. In recent years, staff in our schools and health professionals supporting young people have responded with increasing levels of confidence and advocacy. We have young people whose teachers, youth workers and school nurses make timely referrals into Gender Identity Development Services, and who can access practical support and targeted youth provision. We have trans pupils in every phase and type of school, and increasing evidence of good practice and knowledge In developing this guidance resource for schools, we recognise the excellent work being done by schools all over Northumberland to support and safeguard vulnerable young people and enable them to access their rights. We also acknowledge that while we are always improving the capacity of our schools to provide a safe, inclusive and welcoming learning environment for all pupils, there is always more work to be done. This comprehensive toolkit brings together all of this good practice, guidance and advice in one place for anyone in the county who is supporting and working with young people. We are justifiably proud to be one of the first counties in the UK to have produced a resource of this kind . Cllr Wayne Daley Deputy Leader, Portfolio Holder for Children's Services
Foreword
Emotional wellbeing
Staff training
Changing facilities and toilets
SEND and health
Contents (the link will take you to the page)
Names and records
Changing schools
Equality objectives
NHS Referrals
PE and Sport
Relationships and sex education
Parents and carers
Transphobia
Non-binary
Experiences
Staying safe online
Safe to learn
Confidentiality
Gender and schools
Identity and coming out
Language
Our young people
Why trans?
The School Report
Gender dysphoria
About this resource
Online resources
Residential trips and overnight stays
NHS GIDS
Acknowledgements
Gender identity. Why the term 'trans'?
Gender diverse people may describe themselves as trans or transgender, gender diverse or non-binary...or something else 'We need to keep in mind that not everyone uses and/or feels comfortable with these terms and listen to how people talk about themselves' (McNeil and Gale, 2013) In general, the umbrella term 'trans' is used to describe a person whose gender identity (their own feeling about themselves as male or female or something else), does not match the gender they were assigned at birth. 'Transgender' and 'Cisgender' are too basic as concepts to use if we are being inclusive and considering a person's true identity . The term 'trans' is often used to cover the full spectrum of gender variant, gender non-conforming, gender diverse or gender atypical identities. We've chosen to use it throughout this resource. There are links to glossaries and guides to the language of gender diverse and non-binary identities here. In Northumberland schools we have trans children and young people in every phase and most parts of the county. Their lives are shaped by the staff who support them in schools and youth groups. The expertise and experiences we are developing together form the basis for this resource.
School report
Stonewall's most recent survey of 3,713 LGBT young people aged 11-19 in 2017 is the most comprehensive survey into the current experiences of LGBT pupils in Britain today. The findings tell us that: 45% of trans young people have at some point attempted to take their own life 89% of non-binary young people have thought about taking their own life. 33% of trans pupils don't feel safe in their school 52% of trans pupils don't enjoy going to school, and the same number don't feel part of their school community. 61% of trans pupils speak to a member of staff at school about being trans, and of those, 73% say staff asked them what would make them feel comfortable. 19% say staff have not respected their wishes about confidentiality. 20% say they cannot wear clothes and uniform in line with their gender identity at school
58% say they are not allowed to use the toilets they feel comfortable in at school. 33% of trans pupils are not able to be known by their preferred name at school
'I would have wanted them to know that people with disabilities can choose their own gender' ‘Transphobic bullying was always dealt with by school blaming the victim and trying to get the young person to fit in’ (A, 25) ''Someone should tell you that you have rights' 'Data collection forms never have an option for anything other than male or female' (E, 22) 'Our school showed a DVD about a trans person, but the teachers who introduced it weren't confident enough. The things that people said weren't challenged. It was just a novelty thing' (C, 14) 'Imagine having a teacher who's willing to learn up on it?' 'Pupils should all be able to wear pins with their chosen gender pronouns on: he and him' (A, 15) 'I was 13, and I stayed back in class to tell my teacher I was expecting a girl friend to come and stay and the way we felt about each other and that I might end up with things going further. I wanted advice. My teacher said 'Research porn and buy a load of dildos' 'Everything's a mystery in Sex and Relationships education. Nothing about gender and sexuality, consent or communication'. ' One of my teachers misgenders me if I haven't heard her the first time or I'm not paying attention. She uses my 'dead' name' (M, 16) 'It would have been helpful to learn that it's OK not to want any kind of sexual encounter' (A, 24) "Things a teacher could say: 'Kids, gender's up for discussion in this class' If someone correctly genders you you're expected to be overly-appreciative, so elated at being given the bare minimum respect' (T, 14) 'Ask about preferred pronouns privately, not publicly' 'I simply say to people; I wasn't comfortable this way, now I'm this' 'I'm a girl. Everyone just thought I was a boy'
We asked young people who attend Trinity Youth's Transgender Youth Group about their time at school. We asked what they would have changed, and how confident their schools were in supporting them.
Northumberland's trans children and young people tell us they would like to be able to live, without question in their true gender identity, and for this to be accepted in school, so that they have the opportunity to live, learn and achieve their personal and academic ambitions. This resource aims to help staff to understand how to promote equality and find the right support for any trans child they are working with.
This resource draws upon the experiences of schools and of young gender variant people living, learning and working in Northumberland. We have also used the practical experiences of those who have been supporting them. A young person is entitled to attend school without fear of prejudice or discrimination from adults at school, in the community or from their peers in a setting where staff all respond supportively, and help them to access NHS resources and services and quality youth provision and peer support protected by anti-discriminatory legislation and best practice
Schools are often the first place outside the family home where gender variant children begin to transition socially. For some it is the first place. Social transition may involve a change of names, and pronouns, a young person may change their appearance. The child and their family and carers might rely upon the school to support them and find out how to continue the process of transitioning. A school needs to have staff who can confidently safeguard a child's right to confidentiality, keep them safe from from discrimination and transphobia and who know how to make timely referrals into NHS Gender Identity Development Services (GIDS) if that is the appropriate next step for a child.
Gender Dysphoria (or Gender Identity Disorder) is a clinical condition that can present from as early as age two and can only be diagnosed by a medical and/or psychiatric expert. It is the dysphoria (distress) a person experiences as a result of the sex and gender they were assigned at birth It is never a school’s decision to assess a young person or child to establish whether the way they feel about their gender identity is ‘real’. A young person diagnosed with Gender Dysphoria may require some medical intervention (e.g. hormone blockers if the young person is approaching puberty or is already experiencing the physical changes puberty brings) to slow down physical changes. However, a trans young person might recognise their gender identity without needing to be diagnosed as having Gender Dysphoria. Choosing a referral into NHS services is a personal choice. Families should, nevertheless, be given a realistic expectation of how long a referral into Gender Identity Services might take. The NHS GIDS web site is kept up to date with details of how long the current wait time for a referral will be.
Non-binary is an umbrella term used to describe people who do not feel male or female. They may feel that they embody elements of both, that they are somewhere in between or that they are something different. Non-binary people can still have a strong sense of gender. They can find it very distressing to be told that they must identify themselves as male or female. Many identify as transgender. Source: Trans Media Watch Being non-binary is an integral part of a young person's identity. It is not a lifestyle choice or a phase that will pass. If a young person does choose to explain their identity to someone at school, even someone with some knowledge of non-binary identities, the young person may still need to be encouraged explain exactly what being non-binary means to them. This might include: how they identify which pronouns they prefer which terms they use for their body whether any of these are constant or fluid. Not having to regularly explain your gender identity is a basic right and schools should help staff to understand the role they can play in making this easier for the young people they support . Non-binary identities are not recognised in terms of legal and social transition. For non-binary people, the inability to have gender recorded correctly on medical, legal, educational, and other records makes life very difficult. Increasingly, employers, universities and colleges, do recognise non-binary identities - providing a third gender option or a ‘Mx’ option alongside ‘Mr’, ‘Miss’ and ‘Mrs’. Stonewall is currently campaigning for Legal recognition of non-binary people, including an optional ‘X’ category on passports. Gendered Intelligence have created a page of useful resources and links about non-binary identities. The link can be reached by clicking on the image opposite.
NHS Gender Identity Services
Assessment, diagnosis and treatment for young people is currently only available through a specialist team from the Tavistock and Portman clinic in London (the Tavistock hold regular clinics in Leeds). The cost of rail travel is met by the clinic if the family is in receipt of benefits. At 17, a young person can be seen locally at the Northern Region Gender Dysphoria Service in Newcastle upon Tyne. A GP must make the referral The film below explains the rights of young trans people
A school does not need to have a trans or gender-questioning young person attending in order to start developing good practice in being less 'gendered' Uniform lists don't need to have items grouped as suitable for 'girls' or 'boys' Data collection forms and questionnaires can simply ask respondents to describe their gender, rather than select from a pre-defined list. Stonewall suggest the phrase ' if you prefer to use your own term, please describe it here' Schools can identify toilets and changing facilities that are gender neutral, safe places available to anyone to use (and can ensure that gender neutrality is represented by the images used to designate those facilities)
Making school safe for gender variant young people
All schools take their safeguarding responsibilities seriously. Guidance and training are avalable for many aspects of Keeping Children Safe in Education Transgender equality, however, lags behind other strands of equality and diversity . As the numbers of young people affected are relatively small, schools may not see it as an urgent need to equip staff to keep gender diverse pupils safe. Trans young people are exposed to rejection, violence, discrimination and intolerance. This leaves this group at greater risk of self-harm, mental health problems and suicidal thoughts. Every school should be able to demonstrate that it has taken measures to safeguard this especially vulnerable group of children and young people
A young person who tells their school that they are ready to start living in their true gender has probably been expressing and living in this identity for some time at home. They often fear that school will put barriers in their way, so it's reassuring to know that the majority of young people in Northumberland are well supported in schools. Our professionals want to do their best to make the transition a smooth one, and show that they want to learn as much as they can about making school an inclusive, supportive environment. The first step towards achieving this is to talk to the young person and their family about how they would like this to happen. Usually, this involves a change of name and of preferred pronoun. This needs to be communicated sensitively to staff and to other pupils. Deliberate misgendering or refusal to accept a person's gender identity as 'real' can be construed as hate related prejudice, so schools need to be very clear about this from the beginning. Some common misconceptions may need to be addressed among staff. These include: Expressing gender variance is not the same as coming out with regard to sexual orientation or 'sexuality'. It's about who you are, not who you are attracted to. It's not about attention seeking or hiding. It is not a safeguarding issue. Staff won't find themselves in trouble for 'facilitating' a young person's transition. Failure to support a young person, on the other hand, could lead a school into the area of breaching equalities legislation by being discriminatory. Many of the resources a school will find helpful in supporting a young person can be located by clicking the image on the right. The online resources on the right include publications from Stonewall with good practice guidance, links to toolkits published in other parts of the UK, and support organisations for young people and their families.
There should be no issue about a young person changing their name to a preferred name representing their true gender. For adults and children, the same applies: There's no legal requirement to change your name - you simply start using a new name. However, if the young person wants to use their new name on documents like qualifications, passports and driving licences, they will need to get evidence of their new name. The best way to do this is by making a deed poll . Clicking the green thumbnail above will take you to of the resources and web sites mentioned in this section. Should the young person wish to enrol the deed poll with the Royal Courts of Justice, they can apply online. Guidance to schools from the DfE states that schools should record children and young people’s chosen gender on all data management systems according to the following guidance.: In exceptional circumstances, a school may be unsure as to which gender should be recorded for a particular pupil. Where this occurs, gender is recorded according to the wishes of the pupil and / or parent. (5.2.9 Pupil gender, School census guide 2018 to 2019 Version 1.5 Page 59) Currently Capita requires legal confirmation when changes are made to a pupil’s legal name, so names have to be changed by deed poll (although SIMS and other school management information systems have a preferred name option which should be used in circumstances where a name has not been legally changed). Whilst they state that birth gender cannot be changed, SIMS does not request legal documentation to support this change.
Informing all parents or the wider community about a young person's transition at school is not necessary, To the young person being described it can feel as though the wider community is being 'warned' or the school apologising on their behalf. Some young people do make a decision to write a letter or description of their journey, so that their peers or teachers will understand. It isn't wise to release this to a wider audience. In general, a young person will be relieved to be able to openly live as their true self. They will choose to do so with as little fuss as possible. School staff should maintain the child's right to confidentiality and privacy if they were to be approached by the press or by parents. Staff should all understand their data protection responsibilities. A general statement for a school to use in these circumstances wold be: 'We are unable to share any personal information that relates to the personal circumstances of a young person' Some children and young people will come out to a member of staff at school, but may not yet have spoken to their parents or carers about their gender identity. They may already be afraid of opposition, prejudice or a lack of support for their decision. You can read more about informed consent and the way in which a young person's ability to make their own informed decisions will be assessed by visiting the relevant section of the GIDS web site. Click the yellow 'Confidentiality ' title to go directly to it
In their factsheet (click the image opposite to link) , Galop describe transphobia very clearly : 'Transphobia is intolerance of gender diversity. It is based around the idea that there are only two sexes – male or female, which you stay in from birth. And furthermore, that people who fit gender stereotypes (by sounding, looking or behaving like men and women are ‘supposed to’) are somehow better than those who don’t. ' Transphobia isn't always offensive language or hurtful comments from strangers. It can come from family members and can take the form of jokes, humour, or polite requests to use different facilities. In some cases, itwhere family members refuse to accept a young person's identity, or restrict them from buying gender-appropriate clothes, accessing their phone or the medical appointments they need, this may need to be referred as abuse or neglect. Young people who transition at school tell us that they often face insensitive questions, misgendering and 'outing' from their peers and sometimes from adults. Schools can support everyone by taking a consistent approach to challenging all forms of discriminatory bullying or language. A school should have evidence available (for example to demonstrate during an Ofsted inspection) to illustrate the steps they take to deal with instances of homophobic, biphobic or transphobic bullying or prejudice. Young people should be able to have confidence in the systems designed to keep them safe. It can become uncomfortable to always have to report transphobic incidents to a member of staff. Schools can develop gay-bi-straight-trans alliances where pupils and staff can commit to helping to keep school a safe place. Staff in schools can access a Northumberland Early Help free training package 'Working with Gender Identity and Sexual Orientation' Northumberland County Council has an equality objective which is to increase awareness of how to report hate crime.
Increasingly, Northumberland schools are able to offer young people access to gender neutral toilet facilities. If these aren't available, then a school should establish by talking to a young person (and their family if appropriate) how they feel about using the toilets and facilities appropriate to their gender. The legal position is that everyone is entitled to use the toilet and changing facilities that are right for their gender. Any other user of the facilities who is uncomfortable about this, should be offered alternatives, (not the Trans young person). Some young people don't feel comfortable making this change in school. They don't always feel that changing rooms and toilets are safe spaces. Most schools identify a gender neutral toilet (even if it is shared with staff) and make that facility available to gender variant children if they choose to use it. Children often help to choose a symbol for the door. (Not an accessibility symbol, denoting disability or a medical need!) There's nothing exceptional or alarming about shared, gender neutral toilets in schools; we all have and use them at home! In providing any alternative facilities or arrangements, the school should be aware of the importance of maintaining confidentiality about any young person's gender identity.
PE and sport
Every pupil should be able to continue to access their entitlement to the PE curriculum, regardless of their gender identity. Trans pupils should be able to take part in the activity and sports which correspond to their gender identity if this is what they request and are ready to do. When PE lessons are segregated into gender groups, schools sometimes face concerns that Male to Female trans women and girls might be perceived to have a physical advantage in some sports. It is a practical idea to talk to parents, carers, PE staff and pupils to plan whether (especially after the onset of puberty) all sports and planned PE activities are suitable. Changing facilities, swimming lessons and competitive sports away from school may all raise issues to be addressed sensitively. Most competitive sports have very few guidelines to follow with regard to the participation of trans young people. Trans people frequently have concerns about exposing their body in public. This may be because the characteristics of their body do not match with those of their preferred gender or because their body does not match either binary gender. It can be helpful for PE staff to let all pupils know that they have designated a changing area or cubicle for 'anyone who likes privacy'. An alternative to using communal showers should also be considered for any of the pupils who belong to the group that 'prefers privacy'. The main priority is for the school to offer all pupils equal access to physical education, and to balance that right with sensitivity about the demands of the sports being offered, sensitivity towards all of the pupils taking part, and the practical considerations that relate to changing facilities.
Whether it is at home or overseas, a school must avoid discrimination by making it unmanageable for a trans pupil to be included on a residential trip, stay or exchange. Sleeping arrangements will have to be planned well in advance, planned with the parents of the children involved. If this involves bringing a parent or carer along so that a pupil can be involved in every aspect of the trip, or offering a single room then that should be considered. Risk assessments for all aspects of a trip should include the needs of gender diverse students (whether or not they plan to travel), and reasonable adjustments must be made whenever this is possible. Exchange visits, and overseas trips should take into account the practical problems associated with presenting a passport that doesn't not correspond with the a young person's acquired gender or name, or the possibility of being searched at airports and border crossings. There is a useful guide from the Passport Office for transgender people. There are also some countries where transgender people are not as culturally accepted as in the UK, and some where to identify as trans is against the law. Before planning a trip, it might be wise to consult the rainbow ranking of the International Lesbian and Gay Association, about European destinations where a lack of tolerance might risk the safety of a young person.
Young people in Northumberland tell us that during their time at school, Relationships and Sex Education (RSE) very rarely mentions same sex relationships, or people who are non-binary or trans. This can make young people feeling forgotten, unsafe and even invisible. It certainly leaves an already vulnerable group even more at risk of being uninformed about safe relationships. Relationships and sex education is now to become compulsory in all secondary schools (including academies, maintained and independent schools) from September 2020, In primary settings this extends to relationships education, including consent. Quality assured guidance and LGBT inclusive RSE resources are on the Sex Education Forum web pages.You may also find our page of resources about protecting LGBT young people from being vulnerable to CSE useful. Public Health England's Rise Above has resources. HPV vaccinations should still be given to any pupil who is in the target group (some children prefer to visit their GP for this)
Relationships and Sex Education and Health
Many of the young people we support in Northumberland schools look for online resources and vlogs to become better informed and to discover real people who are like themselves, and have embarked on a similar journey. This can bring enormous reassurance and a sense of belonging, as well as some of the practical information about what the treatment options and pathways are, how people overcome obstacles and hurdles along the way. It can be very helpful, especially when most of the people in a young person's life have limited understanding or experience of any of the issues and where to look for credible, realistic advice and support. The advice about keeping children safe online applies to this particularly vulnerable group: Don't share your real identity and contact details with anyone you've met online. Don't make arrangements to meet up with online contacts. Encourage a young person to talk about the expectations they are developing as a result of their online contacts and the role models whose stories they follow. It is possible that by following and even chatting to contacts outside the UK, that young people may develop unrealistic expectations of treatment options, costs and availability. Parents tell us that they prefer their children to get out of the house and meet real young people at an LGBT youth group, and we recommend this as a safe, reliable way to meet peers. If you know a young person is out to their peers, be prepared to have a conversation about maintaining the same level of vigilance about suitable and unsuitable relationships as you would with any young person to avoid the possibility of grooming and sexual exploitation. If you click on the image of the computer opposite, it will take you to our resource of links for staff to use to help LGBT young people to be safe from sexual abuse.
Staying safe
online
'The old Year 6s will be there and I don't look anything like when they last saw me. What if they say something?' T, Year 4 talking about moving from first to middle school
"I think the gossip will start all over again. My sister will be there, she is dreading the attention it will put onto her" J. Year 8. Talking about moving from middle to high school
For many young gender variant people, moving schools can be an uncertain, worrying time. Some of the ways in which staff make this easier include: Providing reassurance that they won't face the challenges alone. Arranging extra transition visits to the school if necessary, so that staff can provide extra reassurance and make practical Identifying a key member of staff who will deal with difficult issues and questions Offering staff awareness training about gender variance and young people. Providing reassurance that the school does not tolerate any homophobic, biphobic or transphobic discrimination. Being open to a dialogue with parents or carers and the child's previous school to learn from what has worked well.
Locally, staff training can be requested from Trinity Youth, Northumberland Education and some of the national organisations such as Mermaids. Designated Safeguarding Leads and staff teams can also direct their own learning by accessing online resources such as the film clips in the screen pictured below . Many of the questions staff have can be addressed by watching the documentaries and personal experiences of young people. There is a similar resource of web links and online resources on the page that follows this.
A selection of online resources, advice and guidance to help those supporting young people in practical and emotional contexts from name changes, sexual health to entering gender on the school census. All in once place. Click the image to go there. The links are updated regularly
There is relatively sparse support for the parents and families of transgender young people in the North East. Nationally, the charity Mermaids do offer online resources and a parents' group. Trinity Youth have parent to parent support available at their LGBT and trans youth groups by prior arrangement. Most schools find that parents are very supportive of their children and, even if they find it difficult to come to terms with initially, work closely with the school and any other professionals to ensure the best possible outcome for their child. Occasionally a situation may arise where a child is comfortable at school and is supported in their authentic gender, but disclose that parents don't accept this, or continue to pressurise them to conform to the gender identity assigned to them at birth. This places a huge responsibility on the school staff who find themselves advocating for the child and what is best for them and their emotional wellbeing and sense of identity, whilst knowing that this is in conflict with parental expectations. Trinity may also be able to offer support in school for any young person in this particularly difficult situation.
Not every young person will be ready to be referred into NHS services. Many will not even have spoken about their gender dysphoria with a GP. For many of the young people in our schools, a referral to Gender Identity Development Services (link by clicking on the image opposite) is the option that offers guidance and support for all of the family, and offers a young person a place to go to have their questions answered, and to eventually move on to be eligible for NHS prescribed treatments such as puberty blocking hormones and referral into adult Gender Identity Clinics when they reach 18. The professional who makes the referral does not have to be a CYPS or medical professional, however CYPS involvement is frequently recommended by the Tavistock Clinic. The referral form can be found online. Scroll to the bottom of the page to find the 'Download the referral form' button. The form requires a great deal of information about the child including family living arrangements, developmental history, details of their first cross-gendered experience. The person who completes it will need a lot of information from the family. Due to a significant increase in the numbers of young people accessing the service, wait times for a first appointment have become long. You can check the current waiting time on the web site. Appointments for young people from the North East are all held in Leeds. An initial psychosocial assessment will take place. This usually comprises of 3 to 6 appointments, with one or two mental health professionals from the team. Assessment appointments are usually offered around every four to six weeks and each appointment is usually for an hour. If a family is eligible for benefits, rail tickets will be supplied for the journey to and from Leeds. The clinic is a short walk from the station. After the assessment, some young people continue to receive therapeutic interventions from the clinic until they reach 18. This may also include a referral to the paediatric endocrinologists in the GIDS team. There is a section of the web site that explains more about puberty and physical intervention. Once a young person is over 17, they are eligible to be seen locally at the Northern Region Gender Dysphoria Service in Newcastle upon Tyne Gender Dysphoria clinic Vaccinations
It is estimated that 30 to 50% of the young people seen by Gender Identity Development Services are children with Special Educational Needs and Disabilities (SEND). Many of the young people will be neurodiverse. There are many aspects of a trans young person's needs to be considered when they have SEND. These may range from developing a sense of self in some neuro-diverse pupils to checking 'literal' messages which may be ambiguous to young people who can't decode messages such as Stonewall's 'Come out for LGBT' or 'Some People are Bi, Get Over It' campaign slogans. Jo Butler is an independent Special Educational Needs and Disability Consultancy and Training consultant. Some of her work on these topics is available to download from the orange icon in the corner of this page.
SEND Health
“Schools are critical in helping prevent mental health problems escalating, in building wellbeing and resilience and helping young people learn the skills they need to cope in today’s world. " Sarah Brennan, Chief Executive of YoungMinds , March 2017. Three children in every classroom have a diagnosable mental health problem, while one in four children experience emotional distress. 50% of all cases of lifetime diagnosable mental illness begin by age 14. Mental health problems affect about 1 in 10 children and young people. They include depression, anxiety and conduct disorder, and are often a direct response to what is happening in their lives. Alarmingly, however, 70% of children and young people who experience a mental health problem have not had appropriate interventions at a sufficiently early age The emotional wellbeing of gender diverse people is of particular concern as the statistics demonstrate: 84% of trans young people have deliberately harmed themselves at some point. (The NHS estimates that roughly 10% of young people in general have harmed themselves). Half of bullied trans pupils (51%) have skipped school becuase they are bullied about being LGBT (Stonewall school report 2017) Young people aged 11-19 in Northumberland can text a school nurse for confidential advice and support on 07507 332 258. For teachers, the PSHE Assocation have resources about Preparing to teach about resilience and mental health. Northumberland's Primary Mental Health Workers can give guidance on appropriate referral routes to mental health services for 0-18 year olds. They have a telephone consultation line for professionals 01661 864 588 alternate weeks (Tuesday 3-5 pm and Thursday 11am-1pm). They have prepared a list of useful online resources and web sites of credible information about emotional health and wellbeing. Click on the blue title above to go to them. A young person being referred to Gender Identity Development Services may have a recommendation that they be referred to The Northumberland Children and Young People's Service in order to receive help they might need during what are considered to be 'difficult and challenging circumstances'. Any professional working with a child can make this referral, as can members of the family.
There are a number of comprehensive and regularly updated glossaries and guides to language. Stonewall have a Glossary of Terms Non-binary gender identities. Information for trans people and allies. From Gendered Intelligence Based in the US, GLAAD have also a comprehensive glossary. Gires have their page of Terminology The Safe Zone Project has a comprehensive Vocabulary extravaganza Sam Killerman's US based printable graphics include What does the asterisk in trans* stand for? and The Genderbread Person
As part of the Public Sector Equality Duty (PSED) evey school has to publish information annually about the good practice they have in place to support service users with protected characteristics. The characteristic of gender reassignment (hopefully changing to 'gender identity') is one of those characteristics. A school should include details of any teaching and learning or good practice they have in place to promote trans inclusion. and challenging gender stereotypes. Schools also need to set objectives on a 4 yearly cycle and these objectives should be aimed at addressing challenges the school recognises it needs to address. With regard to trans inclusion, most schools acknowledge that they could be doing more. It is an area where setting a SMART objective would enable the school to measure progress at the end of 4 years. Measurable outcomes might include: Pupils reporting the use of transphobic language has reduced Staff confidence to support trans pupils has increased The school has become a less gendered place: gender neutral toilets, signs, uniforms are visibly inclusive. Trans pupils report feeling safe and welcome. All pupils have increased resilience when surveyed
Setting equality objectives
Listening to our young people and responding to what they tell us is one of the ways in which we’re always improving. It is a great credit to our schools that they have looked to colleagues at Northumberland County Council for support to make their schools and practices more trans-inclusive. Their ambition and the high standards they set have driven a period of research and collaboration, which led to this toolkit being produced. The importance of emotional health and wellbeing has never had a higher priority. The mental health outcomes for transgender, gender-questioning and non-binary young people are still cause for real concern. This resource represents our commitment to keep the needs of trans young people high on the agenda and to keep developing cooperation between all of the agencies working to keep children safe in Northumberland. Daljit Lally Chief Executive Northumberland County Council
Thanks to Debs Hickling-Walker at Trinity Youth and to the young people who shared their experiences Irene Fisher, Policy Officer Richard Keech at Berwick Middle School Sarah Rose, Senior Account Manager, Stonewall Helen Macphail, PSHE/SRE Practitioner Specialist Northumberland's Public Health Team Lucy Hall, Equality and Diversity Lead, Newcastle upon Tyne Hospitals Michelle Redfern, Northumbria Police The gender variant, trans, gender-questioning, gender-diverse non-binary young people in Northumberland who are helping us to shape expectations and learn what we need to know to help them to thrive and feel safe in our schools If you have questions about the resource, please contact Gill.Finch@northumberland.gov.uk
Last edited 22.11.2018
There have been some excellent toolkits published from local authorities such as Cornwall and Brighton and Hove. This one is slightly different. We've kept the text fairly short and it will only be published online, not in print. Some of the conventions of the layout mean that, for example, a scrolling text box will 'bounce' to indicate that the text continues in the box. An advantage of this online format is that we can regularly update the information, to ensure that it is up to date and relevant. The most recent edit date will appear on this final page. Gill Finch. Schools' Equalities Coordinator. Northumberland County Council
about this resource
