Guardian article discussing differences between the Mermaids/ Allsorts and Transgender Trend's toolkit approaches:
'Schools pulled into row over helping transgender children
As more teens come out as trans, experts clash over how schools should help'
(extract)
Profound disagreement has arisen about what schools should do. Should they, in the words of a widely used toolkit from the Allsorts Youth Project in Brighton, “make visible and celebrate trans people”? Or take the “watchful waiting” approach advocated by the Transgender Trend pack, which warns schools to be “aware of the risk of ‘social contagion’ from celebrity trans internet vloggers who glamorise medical transition”?
Stephanie Davies-Arai, a parenting adviser, launched the Transgender Trend resource pack in February half-term, thinking it would barely get noticed. Instead, she says: “It just blew up”. The LGBT lobby group Stonewall accused Transgender Trend, the organisation Davies-Arai set up two-and-a-half years ago, of spreading “damaging myths, panic and confusion”, and advised local authorities not to use the pack. On Twitter, people piled in, with one describing the pack (which had been checked by lawyers) as a “modern edition of Mein Kampf”.
Davies-Arai says she took an interest in the subject because as a child she had felt herself to be a boy, and she didn’t think it was a good idea to label children like her as transgender because she believes that in some cases, these feelings resolve naturally by the end of adolescence.
While the Allsorts advice states that “trans pupils or students should have access to the changing room that corresponds to their gender identity” and that in PE lessons, students “should be enabled to participate in the activity which corresponds to their gender identity if this is what they request”, Davies-Arai argues that shared changing rooms present difficulties for some girls. Few teenage girls will be willing to admit that they feel uncomfortable sharing a changing room with a biologically male student, she says.
She points out that the technical guidance on the Equality Act for schools suggests offering students “private changing facilities, such as the staff changing room or another suitable space” – the approach taken at Miles’s school.
Susie Green, CEO of the charity Mermaids, disagrees, saying the debate about single-sex toilets seems “engineered to whip up fear” and is equivalent to “arguing people of colour shouldn’t be allowed to use the same toilets as white people in case they make them dirty”. (continues)
Adele Robinson (not her real name), a head of year at a secondary school, shares Davies-Arai’s worries. The school has had 12 children, all girls, come out as transgender in the past 18 months. The majority, she says, have autism, and some have experienced sexual abuse.
When they come out, she says, they have brought in information sourced from Tumblr blogs and YouTube videos. Although her team does its best to “support every child in a loving, kind and compassionate way”, she feels that staff are too frightened to challenge what she sees as harmful practices: “We have chest binders worn in school, which is horrible. If a child was cutting, they would be straight in with a counsellor. Yet damaging developing breast tissue goes unquestioned. It’s a gross failure in terms of child protection.”
Green disagrees, and argues for a biological underpinning to transgender identity: “If a child or young person consistently, insistently and persistently states their feelings, to ignore, punish or repress their gender identity would effectively be reparative therapy.” (continues)
www.theguardian.com/education/2018/may/15/transgender-row-teachers-afraid-challenge-breast-binding