Supporting transgender pupils in schools: guidance for education authorities and schools – revised

Language and terminology

In this section:

• Why language is important
• Some common terms and underlying concepts
• Transgender identities and terms
• Sexual orientation and being transgender

Why language is important

Ensuring that language is respectful and inclusive is central to equality and anti- discriminatory practice. When a teacher uses the correct language , it raises awareness amongst young people, and is reassuring.

This section sets out some of the concepts and language used in this guidance. Many people will be unfamiliar with these terms and concepts. This is understandable, and teachers are not expected to be experts in this language. Key points to remember:

• it's always best to check with young people about the words they use and feel comfortable about
• language is constantly evolving, and terms that might seem unfamiliar at first become commonplace
• if anyone, whether teacher, young person, parent or carer, does not understand a particular word or underlying concept, it is fine to ask.

Some common terms and underlying concepts

‘Gender stereotypes' – despite some recent progress, in society, boys are generally expected to be unemotional, strong, attracted to girls, sporty and to conform to ideals of masculine physical attractiveness. Girls are generally expected to be nurturing, emotional, helpful, attracted to boys, and to conform to ideals of feminine physical attractiveness. These are called gender 'stereotypes’, ‘gender norms’ or ‘gender rules'.

Many young people find these 'stereotypes' too restrictive; they can experience peer pressure to conform to them or may experience bullying if they are seen to break the ‘rules’.

Transgender young people 'break' these gender rules because their gender identity does not match their biological sex, or they express their gender in a way that others do not consider 'normal'.

Gender identity – a person's deeply-felt internal and individual experience of gender. This may or may not correspond with their biological sex .

Gender expression – a person's gender-related appearance including clothing, speech and mannerisms. Young people may express their gender in ways which are not considered traditionally feminine or masculine. Transgender identities and terms

'Transgender' and ‘trans’ are umbrella terms for people whose gender identity differs in some way from their biological sex.

The diagram shows the most common identities which come under the 'trans umbrella'.

Teachers can show young people that they have some understanding if they use these terms. Using them correctly also validates young people's identities and experiences. It's worth remembering that:

• Many transgender young people don't know all these terms
• Their understanding of their identity may be developing
• Language is constantly evolving.

The most helpful thing to do is to ask a young person how they identify themselves. But, if they don't have an answer, there is no need to press them. They don't need a label to receive support. It is helpful if teachers are led by the young person, and allow them to explore their own definition and understanding of gender.

Trans boys/men

People whose biological sex is female but who identify as boys/men. Sometimes, the term 'female-to-male' (FTM) is used to describe the direction in which someone is transitioning or wishes to transition.

A trans boy is likely to be distressed about being seen as female. They are likely to assert a male gender identity consistently and persistently. The prospect of going through female puberty, especially breast-growth and menstruation, is often traumatic.

This is different from a girl who some people might describe as a 'tomboy' because she enjoys rough, noisy activities or the clothes or toys traditionally associated with boys.

Trans boys/men will likely use he/him pronouns.

Trans girls/women

People whose biological sex is male but who identify as girls/women. Sometimes the term 'male- to- female' (MTF) is used to describe the direction in which someone is transitioning or wishes to transition.

A trans girl is likely to be distressed about being seen as male. They are likely to assert a female gender identity consistently and persistently. The prospect of going through male puberty, especially facial hair growth and voice breaking, is often traumatic.

This is different from a boy who some people might perceive as 'feminine' because he enjoys gentle, caring activities or clothes or toys traditionally associated with girls.

Trans girls/women will likely use she/her pronouns.

Non-binary people

People who do not identify exclusively as a boy or as a girl. Among young people, the words 'genderqueer' or 'genderfluid' are popular alternatives for non-binary.

Some people describe gender as a spectrum with 'boy' at one end, 'girl' at the other, and non- binary in the middle. This is too simplistic:

• some non-binary people may have a gender identity which incorporates various aspects of being a boy and being a girl
• some non-binary people may strongly reject all aspects of being a boy or a girl
• some non-binary people may find that how comfortable they feel in any gender fluctuates
• some non-binary people experience distress about the physical sex characteristics of their body and/or the prospect of pubertal changes – others do not

The degree to which a non-binary person expresses femininity, masculinity and/or androgyny (combination or absence of masculine and feminine characteristics) is very individual.

Non-binary people also vary in whether or not they wish to change their name. Many prefer to use the gender-neutral pronoun 'they' and may find it distressing to be referred to using gendered pronouns (he or she). Some use a mixture of different pronouns from day to day, and a few use more unusual gender neutral pronouns such as 'per' or 'zie'.

Transition

A multi-step process as transgender people begin living their lives in a way that affirms their gender identity.

In schools, this will primarily consist of a social transition: young people changing their name, pronoun use and physical appearance (hairstyle, clothes and so on).

A small number of young people may begin accessing gender identity healthcare services while in school. Schools and teachers do not need to be involved in this. The young person may wish school staff who are supporting them to be aware of it. More information about puberty and gender identity health services is on page 57.

Gender non-conforming people

People who do not conform to gender stereotypes in clothes and accessories; speech or mannerisms; interests and behaviour.

Being gender non-conforming is not the same as being transgender or non-binary. Nonetheless, gender non-conforming people may experience the same sort of bullying and similar issues at school as trans boys, trans girls and non-binary people.

Sexual orientation and being transgender

Being transgender is separate from a person’s sexual orientation. Sometimes these two different concepts are conflated, and assumptions made. It is therefore, helpful for teachers to understand the differences:

• the term transgender describes a person's gender identity
• sexual orientation describes who an individual is physically and/or emotionally attracted to
• transgender people can be straight, gay, lesbian, bisexual or any other sexual orientation.

“The difference between gender identity and sexual orientation is between who you are and who you love.” from the United Nations Free and Equal campaign