Support for a transitioning student
When they are ready, the student making a transition may wish to have an initial meeting with the principal or their delegate, and bring along a parent, carer, family member, or other support person. You could also offer to have a meeting to explore how the school can best support the student. This initial meeting may assist the school to identify the student’s wellbeing needs, concerns, and school support processes. If the school would like to involve other staff in the meeting, ensure that you consult the student first so that they feel comfortable and not intimidated.
The student should be in control of timing various aspects of their transition, including when to inform students and staff about their transition, as much as possible. The student might like to decide on a specific date from which to use their new name, pronoun, toilet facilities, and uniform, so that the process is coordinated and runs smoothly. Alternatively the student might want these things to happen in a staggered way over time. The student (and their family) should be kept informed of any delays to agreed support arrangements, such as modifications to toilet facilities.
There is no standard timeframe or sequence of steps in which a student transitions. Schools should remain flexible and responsive to the student and their family, and understand that the needs of the student may evolve during the transition process.
Be aware that not every trans or gender diverse young person goes through the same stages. Students who identify as gender fluid or non-binary may not transition in the same way as a trans student who is transitioning from male to female or female to male, but may still need support with changing the way they are identified within the school community.
Jim is a high school maths teacher. In February, a Year 9 student, Eric, confides to Jim that he is transgender and identifies as male. Eric is concerned about presenting as a male at school. Jim asks Eric if he is comfortable speaking to the school guidance counsellor. Eric agrees. Jim, Eric, and the guidance counsellor have a meeting to discuss Eric’s concerns. After this informal meeting, Eric feels comfortable involving his parents and the school principal. Jim helps Eric organise a meeting to plan his transition.
Questions to ask
The most important thing is to ask the trans or gender diverse student what their needs and intentions are. They may have firm views about their transition, or may be unsure what exactly they want to happen. Before coming to any conclusions about the best way forward, have open discussions with the student about options, and consider what will work best for everyone.
Here are some prompts for things to discuss with the student:
- Does the student want to set a date from which they will start affirming their gender, or would they prefer it to happen over time? Does the date give enough time for practical measures to be put in place?
- Will the student have a new name and/or pronoun? What will these be, and when should other students and staff start using them?
- Who does the student think needs to know about their transition? Would they like any kind of announcement made, for example to their teachers? Would they prefer to let students and staff know themselves?
- Are there any resources about trans or gender diverse issues that could be made available to staff that you could suggest to school management?
Support person or ally
The transition process can be extremely difficult and emotionally taxing for the student. Students benefit from the support of another person such as a friend, sibling, or parent, and the school should encourage the student to identify a support person.
Helpful resources include:
Appropriate language
When you talk to a student about the time before their transition, be careful to avoid statements such as ‘when you were a male/female…’ or using their former name. This kind of language may be distressing for a young person who has transitioned, as they usually feel that they have always been their gender and are simply affirming it now.
The best option is to ask the student how they would like you to refer to them when talking about past events. One option is to avoid gendering the student at all, and just refer to the relevant time instead. For example, ‘In September last year…’ or ‘when you were in year 5…’. Be guided by the words the student uses when they refer to themself in the past.
