Non-Binary Working Group - Education Sub-Group: 17 February 2022

Minutes from the meeting of the sub-group on 17 February 2022.

Attendees and apologies


  • Debbie Browett, Equalities and Student Wellbeing Team, Scottish Government
  • Pauline Hendry, Equality in Education Team, Scottish Government
  • Mairi Campbell, Support and Wellbeing Unit, Scottish Government

Group members

  • Dr Ben Vincent, The Open University
  • Vic Valentine, Scottish Trans
  • Megan Snedden, Stonewall Scotland
  • Katrina Mitchell, LGBT Health & Wellbeing
  • Dr Carolynn Gray, The University of the West of ScotlandNon-binary Community MembersSecretariat
  • Keir McDonald, Equality and Inclusion Division, Scottish Government


  • Oceana Maund, Scottish Trans
  • Dr Peter Dunne, The University of Bristol
  • Sarah Anderson, LGBT Youth Scotland

Items and actions

Key discussion points

The group discussed:

  • written contributions from LGBT Youth Scotland
  • recommending improvements to the SEEMiS system in conjunction with SQA and SEEMiS developers
  • drafting a recommendation on a) continual training and cultural competence; and b) including non-binary people within inclusive education models and taking this idea to Time for Inclusive Education (TIE)
  • addressing how information is shared between teachers and parents/guardians
  • mentioning resources within education facilities, e.g. sanitary products, and making specific reference to under 18s
  • avoiding making recommendations for actions already being taken on issues (e.g. bullying) and possibly adding non-binary specific recommendations to current work, so that this can be built upon
  • the framing of a gender neutral facilities recommendation as the group understood this to be potentially controversial
  • ensuring education-related recommendations are targeted, clear and resource-driven to make it clear why change is necessary
  • existing work such as the Scottish Guidance Association’s Mental Health Strategy and work to review the PSE curriculum
  • either creating a recommendation on evaluating progress for education or including evaluation as a point for all the recommendations
  • evaluation would look at effects on both non-binary/trans and cisgender pupils
  • developing two education-specific recommendations and incorporating other ideas within other recommendations
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