Recommendation

Relevant body

Policy

1.1 A named contact for all students and prospective students who identify as trans or gender diverse to provide support as a first point of contact. They should be trained in trans awareness, mental health, autism and reporting harassment. Disability Services may not be the most appropriate place to site this support.

1.2 A named contact for staff and research students.

1.3 Training and awareness-raising remit within role.

1.4 A senior champion within the organisation to drive forward change.

All HEIs and colleges

Students’ Associations

All other organisations involved in Further and Higher Education

2.1 The development of a specific policy for trans students and staff, incorporating issues such as leave entitlement for medical procedures and appointments.

2.2 Develop policies in close consultation with trans and gender diverse staff and students, and involving all relevant departments and teams.

2.3 Ensure there is liaison with legal representatives in the development of the policy.

2.4 Consider developing policy as a ‘Gender Identity and Gender Expression policy’ to incorporate a broader range of people, identities and issues (see website).

All HEIs and colleges

Students’ Associations

3.1 Provision of gender neutral facilities throughout campuses and buildings including bathrooms, changing rooms and student residences.

3.2 Consider appropriate signage and provision for non-binary students and staff (see website for ideas).

All HEIs and colleges

Students’ Associations

4. Consideration should be given to the inclusion of a specific section within Gender Action Plans on issues concerning trans and gender diverse people.

All HEIs and colleges

SFC

5.1 Consider issues of time off for, and pay during, leave for medical procedures and appointments related to their gender identity for research students and staff receiving grants and stipends.

5.2 Support should be provided to staff and students who face barriers in changing their names on publications.

All HEIs

RCUK and other postgraduate funders

Awareness raising and training

6.1 Sustainable and embedded training for teaching and professional services staff at all levels should be provided during induction and as a specific element of equality training.

6.2 Consideration should be given to the provision of training for continuing staff on an annual basis

6.3 Awareness training and compliance should be incorporated into policies for all contractors and within procurement practices.

All HEIs and colleges

Students’ Associations

All other organisations involved in Further and Higher Education

Allies and champions

7.1 Trans awareness training and CPD opportunities should be essential for counsellors.

7.2 When recruiting new counsellors or seeking external provision, demonstrable expertise in LGBTQI identities should be a factor in that recruitment process.

7.3 Provision of counselling formats other than via telephones for trans staff and students.

All HEIs and colleges

Students’ Associations

Processes

8.1 Development and promotion of as clear and simple a process as possible for staff and students to update and change their names and gender. This should cascade to all systems.

8.2 Correct names are particularly important on class registers and email accounts.

8.3 Consider whether it is necessary to include gender options and titles on forms and processes. Where this is required, provide an explanation to those completing it.

8.4 Consider carefully if evidence is required before a change can be implemented. In many cases, it is not needed.

All HEIs and colleges

Students’ Associations

All other organisations involved in Further and Higher Education

9. Development of highly publicised points within application and transition process (for both staff and students) at which to disclose issues related to trans and gender diverse identity, e.g. support/disclosure prior to interview; opportunity to discuss accommodation needs; once registered prior to group allocation within class.

All HEIs and colleges

10. Development and promotion of clear harassment and reporting strategy highlighted on trans webpages.

All HEIs and colleges

Promotion, visibility and celebration

11.1 Publication of easily found webpage on ‘trans and gender diversity’ with links to named contact, and signposting to policies and provision.

11.2 Consider having Faculty or Department pages to address discipline-specific issues i.e. placements, leave, dress code, etc.

11.3 Include campus map of gender neutral facilities on specific trans and main webpages.

All HEIs and colleges

Students’ Associations

All other organisations involved in Further and Higher Education

12. Development of centralised Scotland-wide website for applicants detailing named contacts and specific provision within each college and HEI, similar to the Propel website for care experienced people and developed as part of the www.trans.ac.uk website.

SFC

13.1 Include specific events around trans and gender diversity in Diversity Week and other inclusion celebrations.

13.2 Fly a trans flag and include events in LGBT History month.

13.3 Incorporate official institutional involvement in LGBT+ Pride, Trans Day of Visibility, and Trans Day of Remembrance within annual calendar.

All HEIs and colleges

Students’ Associations

All other organisations involved in Further and Higher Education

Allies and champions

14.1 Consider whether LGBTQI clubs and societies are genuinely ‘T’ and ensure trans-specific policies, activities, etc. are developed.

14.2 Consider whether other societies (such as sports teams) are trans and gender diversity inclusive.

Students’ Associations

Allies and champions

15. Include pronouns within email signatures (at individual, team, department or institution level).

All HEIs and colleges

Students’ Associations

- All other organisations involved in Further and Higher Education

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- Allies and champions

Teaching and Learning

16.1 Consider trans inclusion and inadvertent transphobia within the curriculum and ways to include trans history, identity and experience within content.

16.2 For those who design and deliver professional programmes – including Medicine, Nursing, Allied Health Professions, Teaching, Social Work, and Counselling – consider opportunities to raise awareness amongst professionals of the future and include trans issues within curriculum.

16.3 Harness LGBTQI and Pride events to engender discussion within classroom contexts.

All HEIs and colleges

Allies and champions

17. Consider the experience of students on professional and industrial programmes in relation to placements, professional requirements, and uniforms within Equality Impact Assessment processes.

All HEIs and colleges

18. Consider introducing pronouns alongside names within introductory and icebreaking teaching contexts (see website for ideas).

All HEIs and colleges

Allies and champions

The wider student experience

19. Consideration should be given to specific issues and challenges trans and gender diverse students may face obtaining and undertaking placements and work experience. Support provision and specific considerations should be noted in Equality Impact Assessments.

All HEIs and colleges

Students’ Associations

20. Consider the provision of tailored Careers advice and support activities for trans and gender diverse students, who may require additional support with interviews and securing employment opportunities.

All HEIs and colleges

Students’ Associations

21.1 Advice and support should be given to trans and gender diverse staff and students to allow them to engage in international opportunities. Specific issues should be considered within Equality Impact Assessments.

21.2 All department and student-led exchanges and international opportunities should be considered for potential issues and barriers that may arise for trans and gender diverse participants.

All HEIs and colleges

Students’ Associations