Student-Led Toolkit for Measuring Equality and Inclusion for Trans* Students at

University/College

University/College:......................................................... Date completed:..............................................

Office Use Only:Date toolkit received: Date toolkit verification: Staff Member Lead:................................... ................................... ...................................

1

Welcome to the Toolkit

2

Welcome to Trans*ByDegree, the first campaign to improve equality and inclusivity for trans* students in higher education across the United Kingdom.

In 2011, Trans*ByDegree was initially created in response to the Stonewall's Gay By Degree campaign, where only lesbian, gay and bisexual prospective students' needs were considered. As active students within our respective students’ unions, we felt it was our responsibility to advance trans* inclusion at our universities, however we felt woefully inadequate in doing so at the time with no nationally co-ordinated consultation or support as to what trans* students felt were their priorities in making higher education meet their needs. The campaign was originally established to run a national review of those universities identified as pioneers of best practice for trans* equality and inclusion in August 2010. Since the campaign's inception, this review is now one of three remits after receiving enthusiastic feedback from students and we will carry on being a responsive campaign.

As co-authors, we felt that, unlike Gay By Degree's approach of assessing universities through what is solely published in the public domain, this toolkit is best completed through a host student led self-assessment to encompass the 'entire university/college experience'. We believe you are in the best position to give a true representation of the state of trans* inclusion within your university/college. This toolkit has been designed to be able to appreciate the good practice you are already undertaking and also enable you to identify areas for improvement. After completing this toolkit, we hope you will have additional direction and inspiration to make real change happen.

The Equality Act 2010 brought together all previous single strand anti-discrimination law based on gender, race and disability and included six additional protected characteristics including that of gender reassignment into one Act. Section 149 of this Act, the public sector Equality Duty requires all public authorities such as universities/colleges to consider all individuals' needs in the planning, implementation and evaluation of policy encompassing: eliminating discrimination, advancing opportunity of equality and fostering good relations between the grouped protected characteristics. The Duty requires public authorities to undertake analysis of how accessible and appropriate their policies and provisions based on equality and inclusion needs. With this new approach to actioning, rather than merely promoting, equality, this toolkit will also assist your university in meeting its public duties for the gender reassignment strand.

The Trans*ByDegree team are available for support, so please do email us at michaeljfanner@gmail.com or ellie.munro@gmail.com and if you would like more information on the work of Trans*ByDegree, including our consultation phase reports, please visit the website on www.transbydegree.org.uk

We would like to thank everyone who has taken considerable effort to make this campaign a worthwhile cause.

We look forward to receiving your toolkit for online publication!

Kindest regards,

Michael Fanner and Ellie Munro Co-Authors, Trans*ByDegree Campaign May 2014

3

ContentsA Quick Note on Terminology The phrase ‘trans*’ is used throughout this document and others produced by the Trans*ByDegree campaign as an all-encompassing term for the range of gender definitions and identities, including, but not limited to, transgender, male-to-female transsexual, female-to-male transsexual, transitioning and gender fluid. It may be referred to as ‘T’ throughout this toolkit.

Binary and non-binary refer to conception of ranges or classes of gender identities. Many traditional, cissexual societies view gender as having two possibilities: Male and Female. Other societies (India, First Nation, Native American, Thailand) have third gender concepts. When only 2 options exist, there is a binary. We use the term non-binary to define any genders or absence thereof that fall outside of the Male-Female gender binary.

LGBT+ (Lesbian, Gay, Bisexual and Transgender and other identities), LGBTQ (Lesbian, Gay, Bisexual, Transgender and Queer or Questioning) and LGBTUA (Lesbian, Gay, Bisexual, Transgender, Undefined and Intersex) are listed in the consultation as possible student societies offering some provision for trans* students. We recognise that there may well be more names and definitions in active use.

Cissexual, is used in contrast to transsexual sexual – it means simply that the gender identity and physical sex characteristics are in alignment, i.e. not trans*. It is used to avoid normalisation and othering trans* people.

Foreword 1

The Checklist 4

Using the Toolkit 6

University/College Policy 9

Health & Wellbeing 11

Records & Personal Data

Inclusion across Campus

13

15

Physical Space 17

Review information 19

Acknowledgements 21

University Policy

Health & Wellbeing

Student Records & Data

Inclusion Across Campus

Physical Space1.1 Is there a specific university policy on trans* equality that fulfils, at the least, the requirements of the Equality

Act 2010?1.2 Is there mandatory diversity training on trans* inclusion for staff at the university and union?

1.3 Is there an appropriate, effective and anonymous procedure for dealing with and monitoring incidents of transphobic attitudes, discrimination or abuse from students or staff across campus?

1.4 Is there a specific statement in university/ students’ union policy stating that trans* students can access the bathroom they deem appropriate to their identity?

1.5 Are there measures taken to improve awareness of trans* policy amongst staff and students?

University Policy

Health & Wellbeing

Student Records & Data

Inclusion Across Campus

Physical Space

2.1 Is there a designated, appropriately trained university staff member to provide support to trans* students and ensure that their needs are met?

2.2 Can the student health centre, library or similar provide or signpost trans* relevant information?

2.3 Does the student health centre provide easy access to counselling support and other appropriate mental health services?

2.4 Does the student health centre facilitate the additional physical health needs of trans* students.

2.5 Are there measures taken to improve awareness of the needs of trans* students amongst staff and students?

4

The ChecklistUniversity/

College PolicyHealth & Wellbeing

Student Records & Data

Inclusion Across Campus

Physical Space

University Policy

Health & Wellbeing

Student Records & Data

Inclusion Across Campus

Physical Space3.1 Is there an easy, accessible and appropriate system for updating all student records in just one appointment or

an alternative procedure for recognising preferred names?3.2 Are students only asked for legal documentation of a name change when there is a definite legal requirement,

e.g. for amending degree certificates?3.3 Is there an appropriate non-binary option for title and gender (e.g. Mx, Misc, other) and are students and staff

made aware of it?

University Policy

Health & Wellbeing

Student Records & Data

Inclusion Across Campus

Physical Space

4.1 Is there an explicitly trans* inclusive society with detailed university-specific information for trans* students?

4.2 Is there a trans* officer or an officer with a specific duty to support trans* students?

4.3 Does the society hold trans* specific events, whether or not they are exclusively for trans* students?

4.4 Do Sports Societies allow trans* students to join teams they feel are appropriate to their gender identity and support their competing when not constrained by external regulations?

4.5 At the Sabbatical or Student Officer level, is there an officer explicitly championing trans* welfare and inclusion?

University Health & Student Records & Data Inclusion Across Physical

5

Policy Wellbeing Campus Space5.1 Are there appropriate changing facilities for trans* students, including a choice of individual facilities?

5.2 Are there well distributed, accessible gender neutral toilets in addition to accessible toilets?

5.3 Does accommodation provision and policy address and respond to trans* students’ needs appropriately?

5.4 Does your union provide a designated, trans* inclusive safe space, e.g. an LGBT room?

5.5 Does your student union ensure that trans* students are actively involved in student union or university decision making with regards to new building developments?

Using the ToolkitThe checklist Indicators for this toolkit were

compiled with the assistance of students, both trans* and cis, from England, Scotland and Wales, in further education (FE) and higher education (HE). Whilst we share the aim of improving conditions for trans* students, our efforts and methods are understandably different. This is why we chose to consult a wide range of students in the designing of this toolkit: to ensure we noted both the range of priorities students from HE and FE institutions had, as well as the variety in best practice developed to meet them.

We believe that students of a university are best placed to evaluate the university and so this toolkit will give a guide of where to seek evidence of meeting an indicator as well as what constitutes fulfilling it. We also include a brief explanation of why the indicator is listed. Indicators have been grouped

according to broad themes, with some degree of overlap. Thematic linking will help highlight if a particular area is in need of focused improvement. Examples are used throughout this toolkit and highlighted in boxes in italics.

Who should lead the review?

This toolkit, like this campaign, is student led. The best person to work through this toolkit may be your society’s trans* officer, welfare officer, women’s officer or president, however we would advise that society presidents assist in some way with the review process, whether advising or assisting in finding information or verifying that the information submitted is correct.

Most Indicators can be assessed with a good knowledge of the university’s LGBT society and facilities, but some will require information from staff. For this, and other reasons, we advise informing your university and union that you are running a

6

review using this toolkit. The best staff to contact will vary: if your union has an LGBT+ officer (outside of your LGBT+ society) they would be a key point of contact. Your Students’ Union Welfare Officers would also be appropriate, as would your university’s department responsible for equality and diversity.

Universities have obligations to trans* students under the public sector Equality Duty and so it may be worth your while to involve the unit/department or member of staff in charge of analysing, authoring and reporting on the public sector equality duty.

Informing key staff about the review and its aims can be beneficial for procuring relevant information about planned policy, diversity training and other issues. It may also provide impetus for improving provision for trans* students – you may find that staff are keen to improve trans* provision, but that it’s a low priority or they are unsure what could be done.

We recommend that if you involve staff, that you have both pre and post review meetings, so that you can inform your university and union of your findings. We reiterate however, it is not our intention that this be a staff led exercise, but recognise the importance of involving both staff and students in actively and conscientiously working towards improving trans* equality and inclusion across the ‘entire university experience’.

The Review

We aimed to keep indicators concise and self-explanatory, so that this toolkit would be accessible and flexible to each individual university. Where clarification is necessary or advisable, we have included Guidance in the introduction to each thematic area. If you would like further advice or clarification on an indicator or finding information about it, please contact the team – team@transbydegree.org.uk.

Go through the toolkit, making sure to answer whether or not each indicator is met and how. This important for several reasons

- It gives a clearer indication of the existing provision for students

- It provides better insight for prospective students going through the review

- Innovative ways of meeting Indicators may inspire other societies

- It allows for a standard setting, an establishing of benchmarks

For instance, in the ‘Health & Wellbeing’ theme, indicator 2.5 asks, “Are there measures taken to improve awareness of the needs of trans* students amongst staff and students?”

One university may have an extensive trans* guidance section on their LGBT+ society’s website, advertise trans* focused events and put out posters specifically aimed at trans* students. Another may hold mandatory LGBT+ training for LGBT+ society officers and Student Council members and maintain an active LGBT+ section (with regular trans*

7

coverage) in their university’s newspaper. Another may just have a university policy that, whilst useful, isn’t promoted.

Most Indicators can be completed by a society officer with a good knowledge of their university, though some may require some searching or checking with another society officer or university staff member. Completing the review should not take particularly long, though we welcome you taking the time to clearly detail and describe how your university does or doesn’t meet an indicator.

If you wish, it may be useful to collect evidence for the toolkit. This can be useful for future reviewers and may help promote best practice – For instance, you might link to your LGBT+ society’s trans* student guide when writing up indicator 4.1

Scoring

We use a 0-3 scale in assessing whether or not an indicator is met, where 0 indicates that there is nothing in place and a 3 indicates fully meeting that indicator. We believe this scale is fairer in recognising the variety of progress in trans* equality across the nations, as well as efforts that may not fully meet what we consider best practice but nevertheless have improved the situation for trans* students.

Once all indicators are assessed, calculate the average score within each theme. This can be useful for indicating which areas need the most improvement. It should be noted that this toolkit is

not about ranking or naming and shaming universities, but helping universities assess and improve the entire university experience for their trans* students.

We will, in this first review, exercise some editorial overview if we feel that a university is not sufficiently meeting the requirements of the checklist and adjust their score appropriately. We may also contact you for clarification before adjusting your score. Their methods will still be published in their entry, and those reading the review can decide for themselves whether they would be satisfied. Furthermore, we will publish a report setting best practice guidance for the Indicators following the first review.

Completing the review

Once all indicators are assessed and thematic scores calculated, please email a copy to team@transbydegree.org.uk. Whilst we intend the toolkit to function independently as a promoter of best practice, we also wish to assess provision for trans* students across the UK by reviewing the toolkits.

8

(Below, sample indicator for King’s College London)

We would also greatly appreciate feedback on your experience running the review – whether you had university support, were able to obtain the relevant information, found the Indicators easy to work with, or other thoughts when using this toolkit. For this, we have included a brief review information section and welcome any extra information you’d like to pass on about your experience using the toolkit.

You may also find it useful to inform the staff at your university and students’ union of the outcome, in order to begin working on solving any problems that were highlighted in the report.

University/College Policy

Policies and administrative issues can cover matters of great importance to trans* students, from the procedures to update

9

# How well are we meeting this indicator? (0-3)

How has it been achieved? How could we improve this?

3.1 3KCL staff have been trained on the requirements for a name/title/gender change - they ask for a written request, but no legal documentation. ID cards can be amended in the same session. Students are briefed on what will happen to their old data.

-

3.3 2There is an ‘Other’ gender option, with an explanation beneath, on the KCL application website. Mx/Misc and no title options are available upon request.This option isn’t widely advertised to students applying through UCAS

Ensure that the non-binary options are offered to students when enrolling at the college. Publicise the option in advertisements.

0 = ‘not at all’, 1 = ‘only slightly’, 2 = ‘Mostly’, 3 = ‘Fully’ Student Records and Data Score:

information for students in transition, non-binary options, policy to assure students of their rights when preparing to make changes, to the programs that aim to produce a more trans* inclusive environment.

Many policy indicators are legally mandated in the Data Protection Act 1998, Gender Recognition Act 2004 and Equality Act 2010, however staff may not be aware of these obligations nor publicise them for the benefit of students. Some may fail to meet their duty; some may go beyond it – for instance, specifically covering discrimination based on gender identity rather than gender reassignment, a caveat that can exclude non transitioning students from protection.

For indicator 1.2, consider both the nature of the training as well as whether or not it is compulsory: does it provide sufficient coverage of trans* issues and does the training reach the people it needs to?

Ease of access to policy information can be almost as important as the policy itself: awareness raising measures were cited as important or a priority by students at every focus group we ran. A well-publicised,

comprehensive policy affirms commitment to trans* equality, assures students of their rights and can signpost resources. It may be helpful to link to the policy on your LGBT+ society’s website and vice versa.

10

11

# How well are we meeting this indicator? (0-3)

How has it been achieved? How could we improve this?

1.1

1.2

1.3

1.4

1.5

0 = ‘not at all’, 1 = ‘only slightly’, 2 = ‘Mostly’, 3 = ‘Fully’ University Policy Score:

Health and Wellbeing Trans* students may or may not choose to medically transition, but a trans* inclusive university/college will be able to assist them if they choose to. Though it is common to get information from a variety of sources, including trans* specific health provisions in some cities, information at a student’s university can be very convenient and reduce disruption to their schedule.

For 2.2: relevant information about trans* issues, whether related to sexual health and relations, medical interventions or the emotional impact of gender dysphoria, is essential in helping trans* and questioning students make informed decisions about their identity and condition.

For 2.3: there should also be a counsellor with specific knowledge of trans* issues to help students cope with trans* related issues and discuss what options might be right for them, to ensure that trans*

students get accurate and appropriate support. We recommend that the counsellor is a member of the British Association for Counselling and Psychotherapy (BACP) and adheres to the BACP Ethical Framework for Good Practice in Counselling and Psychotherapy alongside the association’s code of conduct.

Having a psychiatrist at the university health centre could be very helpful for trans* students: whilst a psychiatrist is not necessarily more likely to be better at helping you work through your gender identity issues, they merit a specific mention as they are able to refer directly to an NHS Gender Identity Clinic (GIC): this can be very beneficial for those who wish to transition on an NHS pathway. A psychiatrist attached to the student health centre, or an effective referral procedure, can cut months off the time it takes to get an appointment with a GIC.

These services should also be sensitive to students trans* status when those students seek their help for non-trans* related matters. Another beneficial option is a doctor in the student health centre practice who is familiar with and supportive of prescribing hormonal replacement therapy (with or without GIC recommendation) to trans* students. Try visiting the health centre and speaking to the practice manager, ‘mystery shop’ the practice or ask members of your LGBT+ society for their experiences.

12

2.5: these measures may be taken solely by the students’ union or university, but it may be beneficial to have the co-operation of the LGBT+ society.

Likewise, measures taken solely by the LGBT+ society can contribute to meeting this indicator too.

13

# How well are we meeting this indicator? (0-3)

How has it been achieved? How could we improve this?

2.1

2.2

2.3

2.4

2.5

0 = ‘not at all’, 1 = ‘only slightly’, 2 = ‘Mostly’, 3 = ‘Fully’ Health and Wellbeing Score:

Student Records and Personal DataArranging for official recognition of your preferred name, title and gender identity can be an intimidating experience. A trans* inclusive university will aim to make this a simple process, in which students’ comfort and privacy are respected. Ideally, it will require only one meeting to accomplish.

3.1. As well as requiring only one appointment, requests to update name, title and gender should be made comfortable and respectful of students’ privacy. An alternative procedure for preferred names may be of benefit to students who aren’t out to family and wish to receive official mail in their birth name, whilst continuing with their chosen name in all other records.

Procedures should be in place to ensure that this is as easy as possible. For instance, there could be a single point of contact to help you with enquiries, and an individual member of staff to vouch for your documentation after being shown it, to avoid you having to show your documents multiple times to multiple people.

3.2 The only document for which you need a legal witness of name change is your degree certificate, as

it is a legal document. For everything else, such as updating your student records, the university should not ask for legal witnessing.

3.3 There is nothing preventing universities from recognising non-binary genders in their records: a non-binary option, such as ‘Other’ should be available, along with a non-binary title or no title. By appropriate, we intend to exclude non-binary options that marginalise, such as ‘indeterminate’.

Universities may have this third option visible via some application streams (e.g. via their website) but not via others, particularly UCAS. Therefore, students should be made aware of the existence of the third option via active promotion, by the university or LGBT+ society.

To assess these Indicators, it may be helpful to enquire to student records department directly to ask about the procedures for changing name and gender or student records. If you are asked for legal documents when they are not necessary, you might get you a better answer from a different staff member by seeking clarification (e.g. “Oh, I thought I only needed a deed poll for my degree certificate?”). It is useful for the review to distinguish between unfair policy and staff unfamiliarity with trans* issues.

14

15

# How well are we meeting this indicator? (0-3)

How has it been achieved? How could we improve this?

3.1

3.2

3.3

0 = ‘not at all’, 1 = ‘only slightly’, 2 = ‘Mostly’, 3 = ‘Fully’ Student Records and Data Score:

Inclusion across CampusAt the most basic level, there should be a society or campaign that explicitly includes trans* students’ inclusion and welfare in its remit. Typically this will be the university’s LGBT+ society, though many others explicitly include Queer, Undecided, Asexual, Poly, Kinky and Pansexual students. This society should be more than nominally trans* inclusive. Detailed trans* specific information for your university can help students struggling with adapting to university life as well as their gender identity concerns.

A trans* officer, specifically looking out for them and able to help with concern and provide support, can encourage others questioning their gender identities or nervous about transitioning or coming out.

Trans* specific events, not necessarily confined to the university, can help build a strong trans* presence, assure trans* students of acceptance and be more likely to provide an environment where students will feel safe. Educational and social events that are not in trans* only spaces can also help to break down barriers and misconceptions.

For indicator 4.1., please give a brief overview of the type of activities and actions you have taken to improve trans* inclusion and equality and to interact

with trans* students. Even if you are not aware of trans* students at your university, you can implement changes to provision and policy and create guides specifically for your university. Make a note of whether or not you have any trans* members in the LGBT+ society. The range of events, actions and efforts undertaken are an important factor in fully meeting this indicator.

For indicator 4.2., the officer responsible does not need to be trans* themselves, but should be informed on trans* identities beyond a basic level. This means that as well as knowing the diverse trans* identities and pronoun etiquette, they should know or be able to signpost students to community events and transition assistance. Please include details on that officer’s efforts to improve trans* welfare.

Indicator 4.3 is linked to the previous two and can be thought of as an evaluation of your university’s LGBT+ society’s trans* inclusivity as whole. An exemplary society would be very active and informed on trans* issues, as well as having accessible resources – they affect the culture in their university as a whole. Awareness raising measures can be widely publicised ‘T ‘or LGBT+ events, poster campaigns, campaigns, advertising. They might include active and prominent university and SU web presence, training or other innovative efforts.

4.4 Competing regulations for sports are frequently transphobic and particularly erasing of non-binary identities. Whilst influencing external sporting bodies that set those rules may be unachievable, events

16

within your union can be trans* inclusive. Broadly, this can mean not having overly gendered uniforms, transphobic atmospheres, respecting the effect gender dysphoria can have on players and not intrusively inquiring into medical aspects of

transition. For further insight, see the NUS LGBT Out in Sport project, which Trans*ByDegree is assisting.

17

# How well are we meeting this indicator? (0-3)

How has it been achieved? How could we improve this?

4.1

4.2

4.3

4.4

4.5

0 = ‘not at all’, 1 = ‘only slightly’, 2 = ‘Mostly’, 3 = ‘Fully’ Inclusion across Campus Score:

Physical SpaceWe intend this to cover specific provision in facilities at your university and union. 5.1 Whilst individual changing facilities are increasingly common, they are worth highlighting here as a way to alleviate trans* students’ potential dysphoria when changing for sports activities.

5.2, Gender neutral toilets were a higher priority for the students we consulted. They should be convenient to access for students and not remotely located or too few to benefit the whole student body: these are the factors that should affect your scoring for this indicator.

5.3 This has 2 main components – ‘can trans* students live in single sex accommodation appropriate to their gender identities?’ and ‘are they penalised when accommodating their needs?’ For instance, en suite bathrooms may be easier for lessening gender dysphoria and can be considered an access need, but charging trans* students extra for them could be considered a penalty. If a student needs to move due to a change in presentation or transphobic bullying/surroundings, are they helped swiftly and free of charge?

5.4 Though a transphobia policy should theoretically make the entire campus a safe space, in practice this does not happen. Being a trans* student can be

overwhelming, and so a permanent trans* inclusive safe space be very useful. An LGBT+ room, as seen at several UK universities now, can meet this need very well.

This can be a good place to promote trans* policy, store relevant information and meet trans* students for mentoring.

5.5. If your union has an LGBT representative, this would likely be their responsibility. Ask them if they are approached, specifically or generally via requests to the Sabbatical Officer Team or equivalent, to represent the concerns of trans* students during development planning.

18

19

# How well are we meeting this indicator? (0-3)

How has it been achieved? How could we improve this?

5.1

5.2

5.3

5.4

5.5

0 = ‘not at all’, 1 = ‘only slightly’, 2 = ‘Mostly’, 3 = ‘Fully’ Physical Space Score:

Toolkit Review InformationUniversity Name:

Name and role of the lead student reviewer:

How did you approach your university and students’ union about this?

Doe your university or students’ union collect data on the number of trans* students?

Yes No

Did you undertake any formal meetings to enable this review?

Has your students’ union passed policy to formally support Trans*ByDegree at your university?

Yes No

How much of the information found in this toolkit was found in the public domain?

How long did this toolkit take to complete:

Were there any problems using this toolkit?

How can we improve the toolkit and review?

Which low scoring indicators do you feel you would need additional support from T*BD with?

20

Acknowledgements For their assistance during the consultation: Beth Evans Hamzah HamidVicki Baars Alan BaileyLaura Smith Hanif Leylabi

And to the officers who took time to run the pilot survey.

Also, toLucy Davies Rob FannerLeah WienerMin Rodriguez

Liam SmithPaul Mould

Debbie Epstein Alistair Munro

21

Ellie Munro & Michael FannerMay 2014

Trans*ByDegreewww.transbydegree.org.uk