Please note ...
In writing this resource page, we at Safeguarding Network are aware that there are a number of broader cultural and societal debates in relation to the rights of transgender people. We are clear that it is not the role of this resource page, or Safeguarding Network, to take a position on any of the beliefs which inform these discussions and debates. The purpose of this resource page is to explore how schools and other educational settings can support children who are questioning their gender.
Introduction
Education settings of all types are increasingly supporting children and young people who are questioning their gender. These situations can be complex and require sensitive, thoughtful and well-informed responses.
A child or young person questioning their gender is not itself a safeguarding concern, nor does it automatically indicate that they are at risk of harm. However, there is a need to consider whether there are wider needs (including physical and mental health) that require support. Any response should be based on the individual circumstances of the individual and be informed by a careful assessment of their best interests.
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We have to start from the understanding that this group of children and young people are just that; children and young people first and foremost, not individuals solely defined by their gender incongruence or gender-related distress. We have to cut through the noise and polarisation to recognise that they need the same standards of high-quality care to meet their needs as any other child or young person.
Terminology
Gender-questioning – a broad term used to describe children and young people who are in a process of exploration about their gender.
Gender incongruence – a marked and persistent incongruence between an individual’s experienced gender and the assigned sex.
Gender dysphoria – significant distress or impairment of function linked to gender incongruence.
Social transition - the steps a person may take to live in the gender in which they identify. This may involve different things, such as changing elements of social presentation and role and/or medical intervention for some.
Throughout we will also use the phrase children and young people. Whilst it is acknowledged that anyone under the age of 18 is a child, there are differences seen between younger children and adolescents and so there is at times need to keep a distinction in place. One example of this is that it is recognised that young people may naturally go through a stage of exploration of their gender along with their sexuality as part of changes that happen with puberty and adolescence.
What is in the best interests of this child?
It is important to remember that safeguarding is more than protection from abuse alone, with the definition in Working Together and KCSiE reminding us that it includes:
preventing impairment of children's mental and physical health
ensuring children grow up with safe and effective care
enabling children to achieve the best outcomes possible.
The inclusion of gender-questioning guidance within KCSiE reflects the view that schools and colleges may need to support children experiencing gender-related distress, uncertainty or vulnerability, and that decisions affecting those children should be informed by safeguarding principles.
This means avoiding assumptions and taking time to understand:
their lived experience;
what may be causing distress;
what support networks exist;
any broader safeguarding concerns;
strengths and protective factors;
their own views and wishes.
A child or young person who is questioning their gender may have needs that are unrelated to gender, and those needs can be overlooked if we focus solely on identity.
Isolation, Belonging and Support
Many children experiencing gender-related distress describe feelings of isolation. This may include:
bullying or victimisation
social rejection
exclusion from peer groups
family conflict
withdrawal from education
reduced participation in activities
loneliness and lack of trusted support.
Some children may seek support online, particularly where access to professional services is delayed. Online communities can provide connection, information and shared experiences. However, they can also expose children to misinformation, grooming, cyberbullying, harassment, harmful content and pressure from highly polarised viewpoints.
Additional Needs and Vulnerabilities
The Cass Review repeatedly describes a highly diverse population with varied experiences, needs and outcomes. It stresses that gender questioning should never be assumed to explain all aspects of a child or young person's circumstances.
Some children and young people referred to specialist services also present with neurodevelopmental needs including autism, ADHD, social communication differences, sensory difficulties, challenges understanding and expressing emotions as well as difficulty managing uncertainty.
In referred populations it has also been identified that there are higher rates of mental health needs relating to depression, anxiety, social anxiety, eating disorders, obsessive-compulsive difficulties, emotional regulation difficulties and body image concerns.
Research also found higher incidents of trauma and adversity, children and young people having experienced:
neglect
domestic abuse
emotional abuse
physical abuse
sexual abuse
family breakdown
loss and bereavement
parental mental ill-health
parental substance misuse.
It must be stressed that non of these factors explain gender questioning, but they may influence how a child or young person who is questioning their gender may experience distress how when planning support there needs to be consideration of the child's lived experience.
The Impact of Puberty and Adolescence
Puberty represents a period of significant change. Children experience:
physical development
hormonal changes
identity exploration
increased emotional intensity
growing social pressures
greater sensitivity to peer acceptance and rejection.
Adolescence can be challenging for many young people regardless of whether they are questioning their gender.
For some children, concerns relating to gender may increase as puberty progresses and physical changes become more noticeable. For others, questioning may reduce or resolve over time.
This reinforces the importance of flexibility, review and avoiding assumptions about future outcomes.
Social Transition in Schools and Colleges
KCSIE introduces specific expectations relating to social transition.
Schools and colleges should not initiate social transition, and any consideration of social transition should only arise following a request from a child or their parent or carer.
When such requests are received, settings should undertake careful and individualised decision-making that takes account of the child's best interests, their safeguarding responsibilities, relevant equality duties, any human rights considerations, and the potential impact on other children.
It is also important that the rationale for any decisions made is clearly documented.
Social transition is described as an active intervention rather than a neutral action and schools and colleges are therefore expected to approach such requests with care, particularly in relation to primary-aged children.
Where support is agreed, arrangements should remain flexible, be subject to regular review, and avoid assumptions about permanence, ensuring that opportunities remain for reconsideration and adjustment as a child's circumstances, needs and views develop over time.
Working with Parents and Carers
The guidance places significant emphasis on parental involvement.
In most circumstances, parents should be actively involved in discussions and decisions relating to their child, with their views given careful consideration as part of the decision-making process. Schools and colleges should work openly and collaboratively with families, ensuring that decisions are made transparently and with the child's welfare and best interests at the centre.
As with any safeguarding matter, there may be exceptional circumstances where involving parents could place a child at risk of harm, in which case safeguarding procedures should be followed and decisions led by the Designated Safeguarding Lead.
Many young people may need support to communicate their feelings and experiences to their parents, while parents themselves may require support to understand, process and respond to information shared by their child. In these situations, schools and colleges can play an important role in supporting the conversations and maintaining a focus on the child's wellbeing.
Premises, Facilities and Sport
KCSIE establishes a number of areas where clear constraints apply.
Toilets
Children and young people should not use toilets designated for the opposite biological sex.
Where a they do not wish to use the facility designated for their sex, consideration should be given to suitable alternative arrangements that do not compromise the safety, privacy, comfort or dignity of others.
Changing Rooms and Showers
Children aged 11 and over should not undress in front of children of the opposite biological sex.
Alternative arrangements may be considered where required.
Residential and Overnight Accommodation
Children should not share sleeping accommodation with children of the opposite biological sex.
Alternative arrangements should be explored where appropriate.
Sport
Where sports are conducted on a single-sex basis for safety reasons, no exceptions should apply.
Where safety concerns do not exist, requests should be considered individually, taking account of welfare, fairness and the impact on all children involved.