OVER recent years, we have seen a steep rise in the number of children questioning their gender and who they are.
The growing phenomenon can be seen with referrals to NHS children’s gender services rising exponentially over the last decade.
This has created challenges for our teachers, as to how to respond to the complexities involved, because first and foremost, this government, teachers and parents all want what is in the best interests of our children.
That is the guiding principle which has led us to act.
Myself and the Equalities Minister, Kemi Badenoch, have worked closely together to publish clear and comprehensive guidance – to provide clarity and confidence to all.
First and foremost, the guidance makes clear the role of parents, and that no decisions should be taken without parents being involved every step of the way.
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It would be wrong for significant decisions affecting a child’s future to be taken without parents.
Our guidance is also clear that there is no general duty on schools to allow a child to ‘social transition’.
The safety and wellbeing of children will always be our primary concern – which is why it is at the heart of this guidance.
It puts beyond doubt that single sex spaces like toilets and changing rooms must be protected and that sports must be kept fair and safe.
All parents can be assured that when safety is a consideration it will never be compromised.
Schools and colleges should also be respectful and tolerant places where bullying is never accepted.
That’s why we’re being clear on everyone’s right not to be forced to accept politically contested beliefs as fact, and not use “preferred pronouns” if they aren’t comfortable, with the requirement to protect all children from bullying in all circumstances.
First names, for example, will be an easy alternative to preferred pronouns that I imagine schools will introduce where necessary.
This draft guidance was developed with expert views in mind that social transition is not a neutral act and that it could have significant psychological effects on a child.
And that is why we have not shied away from ensuring that vital safeguards are in place to make cases of social transition will be rare – because it is not right that we should stand back when the long-term impacts are not known.
If decisions are taken without the right amount of thought, there is a real risk you set children on a path to puberty blockers or other clinical interventions as an adult, when that wouldn’t necessarily be in their best interests.
In recognition of this, proper use of this guidance should mean social transition only being supported by schools and colleges in rare cases where it is necessary to safeguard a child or promote their welfare.
Given the sensitivities and the emerging evidence on this complex and sensitive issue, we urge a cautious approach to be taken throughout.
Clinical evidence should be taken into account where it’s available, as should external factors like social media influences, or the additional vulnerability sometimes created by special educational needs.
Overall, this government will continue to take a lead internationally on this issue.
We are rising to the challenge to address complex issues to protect children and do what is necessary to protect children, support teachers and empower parents for the long term. I would encourage people to respond to the consultation.
