Transgender and non-binary students, staff, and family members in schools

Clare Bartholomaeus; Damien W. Riggs

doi:10.4324/9781003025955-25

Transgender and non-binary students, staff, and family members in schools

Clare Bartholomaeus, Damien W. Riggs

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

165 Downloads (Pure)

Abstract

This policy outlines best practice approaches to affirming transgender and non-binary students, educators, and family members in schools. Central to the policy is the view that transgender and non-binary people have the right to inclusive education and access to inclusive educational spaces. The policy advocates for a whole-of-school approach, focusing on nine key areas.

Original language	English
Title of host publication	Building Better Schools with Evidence-based Policy
Subtitle of host publication	Adaptable Policy for Teachers and School Leaders
Editors	Kelly-Ann Allen, Andrea Reupert, Lindsay Oades
Place of Publication	Oxon, UK
Publisher	Taylor & Francis
Chapter	25
Pages	183-191
Number of pages	9
Edition	1
ISBN (Electronic)	9781003025955
ISBN (Print)	9780367458874, 9780367458898
DOIs	https://doi.org/10.4324/9781003025955-25
Publication status	Published - 2021

Keywords

Transgender
non-binary
school policy

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.4324/9781003025955-25Licence: CC BY-NC-ND

Published versionFinal published version, 321 KBLicence: CC BY-NC-ND

Cite this

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Transgender and non-binary students, staff, and family members in schools. / Bartholomaeus, Clare; Riggs, Damien W.
Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders. ed. / Kelly-Ann Allen; Andrea Reupert; Lindsay Oades. 1. ed. Oxon, UK: Taylor & Francis, 2021. p. 183-191.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Transgender and non-binary students, staff, and family members in schools

Abstract

Keywords

UN SDGs

Access to Document

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