This INSET provides training for school leaders to build confidence and gain knowledge to support children who are questioning their own gender identity. The course reflects KCSIE (2025) and outlines expectations of schools and staff to keep gender-questioning pupils safe.
This programme comprises three main focus areas.
Foundations of Safe and Inclusive Practice:
We shall explore relevant definitions of gender questioning, gender identity and gender dysphoria before considering inclusive vs. affirming approaches. This initial discussion will be framed within the statutory duties outlined in The Equality Act (2010), KCSIE (2025) and the Children and Families Act (2014) *.
The Cass Review – Understanding the Findings:
An overview of the Cass Review (2024) final report will provide an opportunity to outline the demand evidence-based care, the importance of developmentally-appropriate support and the complexities of social transition in schools. There will be opportunities to discuss wider complex mental health and psychosocial, special and additional needs and the challenges of avoiding premature affirmation and the need for multi-disciplinary support and caution
A Whole School Approach:
This area of focus will build from policy that aligns with statutory guidance and implemented in everyday practice. We shall consider the importance of communication protocols for staff, pupils and parents, staff training and professional boundaries and exploration of bias and impartiality. The sensitive role of trusted adults will be outlined as we consider how to create a culture in which children can speak out and share concerns with members of staff.
*The final DfE guidance on gender questioning children is yet to be published as at 02.09.25
KEY LEARNING OBJECTIVES
Build confidence in applying statutory guidance to policy and practice.
Support staff teams to create a supportive culture.
Explore complexities of social transition and affirmation in schools.
Develop awareness of positionality, bias and impartiality.
Understand multi-disciplinary expectations.
FACILITATOR
A committed senior leader with experience of educational settings from primary to higher education, Dr Jo Trevenna is a published academic author, specialising in leadership and DEI.
