How educational professionals can improve the outcomes for transgender children and young people

Abstract

Aims:Increasing numbers of children and young people are identifying as transgender and so there is a growing need for guidance in this area for educational professionals. The current lack of research and knowledge can lead to negative consequences for the young person (Case et al., 2009). This piece of research looked at how educational professionals can improve outcomes for transgender children and young people.Method:Twenty-five semi-structured interviews were undertaken. The participants were transgender adults and professionals that have worked with transgender young people. Grounded Theory was used as the approach to collect and analyse the data.Findings:A theory was developed that helped show what influences the outcomes of transgender students in educational settings. Specific recommendations as to the type of knowledge educational professionals need, the resources required for stakeholders and the type of response the setting needs to undertake were suggested.Limitations:Transgender youth were not able to be consulted regarding this piece of research due to restrictions by the ethics committee. This is an area that is in need of further exploration.Conclusions:Educational settings need to have a greater understanding of gender. This reduces gender stereotyping and reinforcement of a gender binary. Training for staff was felt to be instrumental in ensuring an appropriate response and therefore better outcomes for the pupil. Specific recommendations included use of appropriate language, having an individualised and flexible approach, use of a proactive response, as well as many practical recommendations to ensuring a trans friendly educational environment. Specific considerations for Educational Psychologists (EPs) were also explored.