In the prologue of their book Trans Like Me, C N Lester highlights that “I cannot put a price on the wonder of being at peace with who I am, and of living my life as my whole, authentic self. I believe we all deserve a chance at that happiness.”
This sentiment is hard to disagree with when applied to all that we do as educators to support our students in identifying and becoming who they want to be. When applied to matters of gender identity, however, things become all too contentious, with recent debate and discussion on trans rights dominating headlines and complicating matters for school leaders unnecessarily.
“Gender identity is a matter that requires great nuance and understanding.”
While we await the new guidance from the Government relating to gender identity in schools, there is a fair indication of the direction of travel that is likely to be adopted. Gender identity is a matter that requires great nuance and understanding, which is sadly lacking in the tone of the discussion on the national stage.
Supporting students who are potentially questioning their identity or feeling that the sex they were born into does not reflect who they are is not a new phenomenon for schools. Although, anecdotally, it does seem to be something that school leaders deal with increasingly frequently.
Given the complexity and sensitivity around the topic of gender identity, we are by no means getting everything right at Redmaids’ High School for Girls in how we handle the matter, be it through the curriculum, in our support of trans students or how we help staff do the best that they can.
The points raised here are undoubtedly areas that schools are already considering and adapting. They are, therefore, offered as suggestions for conversations for school leaders to engage with, rather than definitive solutions.
Striving to be inclusive
All schools strive to be as inclusive as they can be and great strides have been made over recent years at Redmaids’ High as we have reflected on how to best serve all members of our community.
When it comes to matters of gender identity, there were changes that seemed straightforward to make in our own setting; the introduction of trousers, for example. Allowing students to wear grey shorts in the summer was a more considered conversation but was again seen through the lens of making our environment as easy to participate in as possible for all.
Inclusion through the physical environment is not necessarily as easy to accomplish. Some changes can be more straightforward; designating single-toilet bathrooms as “Student Toilets” rather than having gender designations is one such example, with similar adaptations perhaps being offered for changing spaces.
“Allowing students to wear grey shorts in the summer was a more considered conversation.”
Matters of language require more reflection. We have not eradicated the use of “girl” from the community, but we refer more often to “students”, which is usually more appropriate when writing out to parents or the wider community.
Collective terms have always been something I have likely over-thought when talking to groups of students. However, sometimes the simplest solution is the best one, and I was indebted to feedback from a Student Voice session asking, “Why not just say good morning everyone”, or “how are you three?” when talking to groups.
In a similar vein, we were grateful to the Schools Inclusion Alliance for INSET training they offered. They highlighted small ways that inclusivity can be incorporated in the classroom, such as through the examples given when explaining ideas, the humility we demonstrate when making mistakes, or simply the way that choice can be offered without losing identity. We still have Head Girls at Redmaids’ High, but any student selected for the role can be referred to as Head Student should they wish.
Space for conversation
Whether through student voice and forums, parent discussion groups or staff meetings, offering space where people can ask questions, offer observations and feedback, or hear the perspectives of others is always going to be important.
In a single-sex school such as Redmaids’ High, understandably questions around gender identity are perhaps in even sharper focus. Students are curious as to what we might do in any given situation when supporting or working with trans students. I have been asked questions ranging from whether students would have to leave if they wish to be known by male pronouns (no), through to when I plan to change the name of the school from “Redmaids’ High School for Girls” (not during my tenure).
Giving space to students so that we might hear their views or reassure them about how we can support them or their peers in any given situation is a meaningful way to show our willingness to learn and to act.
“In a single-sex school questions around gender identity are perhaps in even sharper focus.”
As an all-girls school, we firmly believe in the power of single-sex education in empowering our young women. But we have no fear that being inclusive and attentive to the needs and experiences of our trans students will dilute or undermine this mission.
This potential tension is something that we need to acknowledge and be as open as we can about with students. Many of our trans or non-binary students will highlight that it is ironically the very nature of a single-gender environment that makes it easier for them to come out and know they will be supported. This is heartening and allows us to look for how best to further embed inclusivity into the day-to-day environment.
“If staff can explore their worries, they will feel more secure in supporting their students.”
The same is true for staff; they will want to know how to do best by their students, how to act with sensitivity, or support those who need it. This is true of any matter, not just gender identity. There may also be larger questions – what the implications of a given approach are for the school and its identity, or how to work with students who may not want their parents to be informed of a desire to be called a different name. These are not matters to gloss over; if staff have a space and opportunity to explore their worries or hear best practice from one another, they will feel more secure in supporting their students.
Working with parents
Working with parents in this area is never going to be an easy matter. As a parent to two small children, I have had to reflect long and hard on what it would mean if there were aspects of my children’s lives that were unknown to me. Or were being handled by school without my involvement.
At the same time, I recognise that the likely choice is my children talking to someone about the issues that they face or talking to no-one at all. It is a common worry that if new guidelines require schools to inform parents when a student wishes to be known by a different name or pronouns, it will simply mean fewer students being able to talk through such difficult topics with adults.
Our hope is never to usurp the role of parents, or to suggest that “we know better” but instead to create a safe and inclusive environment for all of our students. Guidance that hinders this is likely to make it harder for students who already face difficulties on a day-to-day basis.
Building a better discourse
Those in our community who are trans are not always so out of choice. Many who come out will experience great joy and liberation in being able to express more completely and openly who they are.
“Failing to allow young people to explore ideas will only create a vacuum to be filled by social media.”
However, given the difficulties of discrimination faced by the trans community, the greater threat of violence towards them and the debates surrounding the very validity of their existence on the national stage, it is not a path that people will seek simply on a whim.
As with our support for all who suffer as the result of discrimination and prejudice, our trans students and staff deserve the chance for their voice to be heard and included with equity and compassion.
Our young people are exposed to a far wider level of discourse than we were at a similar age thanks to the abundance of platforms for engaging with the wider world. Negating opportunities for them to explore ideas or areas that they are less certain about or want to discuss in a safe environment will only create a vacuum that will be filled further by social media, for better or worse.
Our role in schools has always been to invite discussion, inform debate and, more importantly, to see each of our students as the individuals they are. Only then can they fulfill their true potential.
This article first appeared in the latest edition of School Management Plus Magazine, out now.