How can you ensure young people can express their gender identity in school without experiencing discrimination or being made to feel uncomfortable? And how do these concerns intersect with legal and safeguarding requirements? Teacher Debbie Hayton explains all in this guide
On Transgender Day of Remembrance we remember trans people who have lost their lives in the face of ignorance, oppression and violence. I remember Lucy Meadows, a teacher who took her own life on 19 March 2013. Three months earlier she had transitioned in the full glare of the media after Richard Littlejohn wrote an infamous article in the Daily Mail: “He’s [sic] not only the wrong body … he’s [sic] in the wrong job”. Coroner Michael Singleton had no doubts about the role of the press in Lucy’s death. “Shame on all of you” he said, as he accused them of ridicule, humiliation, and a character assassination.
Unbeknown to the Mail, another teacher transitioned at exactly the same time. On 20 December 2012, the same day they published Littlejohn’s article, my news was shared with the pupils in my school. Despite months of planning, I was at my most vulnerable. I knew my career hung in the balance; my job would have become untenable had I lost the confidence of my pupils and their parents.
What can be done to increase the number of women in physics? This question keeps committees busy and researchers funded, but the solution seems as elusive as squaring the circle. Four years ago, however, I did my bit: I transitioned from male to female. As this also meant that the number of men in physics was simultaneously reduced by one, it was, as they say in football, a “six-pointer”.
Debbie Hayton