Context from the Daily Mail coverage:
(extract)
"Mr Freel has previously spoken of the abuse hurled his way, starting with bullies at his school when he came out as transgender aged 15.
He was physically and verbally harmed by pupils and had a rock thrown at his face from a car. When he left school and began working at McDonald's, he was taunted by customers and he would get attacked at the pub.
He went on to study criminology and criminal justice at Glyndwr University, Wrexham, and then joined North Wales Police.
He said in October 2018: 'I was born female but from my earliest memories and before I could even talk I knew I was a boy in the wrong body.
'I told my parents when I was a small child that I was a boy. However, I was brought up as a girl and began to transition to male when I was around 15.
'I went to my parents and explained to them how I felt and they couldn't have been more supportive.
'In fact they basically knew and had been waiting for me to tell them. I came out first as being gay and got a bit of abuse for that and I almost didn't want to come out as transgender.' (continues)
PCSO Freer was bullied at school (under 16yrs old) when came out as gay (lesbian?)
Freer then came out as transgender & was subject to further bullying & abuse including physical harm from, it seems likely, adults as well as peers.
Pre-verbal children do not conceptualise sex or 'know' they are the opposite sex this is contrary to long-established understandings of Child Development.
Katie Alcock's (Lancaster University Developmental Psychology lecturer & researcher ) article demonstrates how children 's understandings of catagories, including sex, develop:
(extracts)
"So, what exactly do these type of studies and quotes mean by “gender”, “sex”, “identity” etc.? What have psychologists found out about children’s developing knowledge of sex and gender?
Well, this research has been going on for a loooong time. All the studies I’m going to talk about are really robust — well replicated — this means that lots of researchers have found the same thing time and time again. We have known about some related aspects of children’s thinking since the 1920s or earlier and some of the main, older studies in this area are from the 1960s. This is not a flash in the pan.
What this also means is that terminology has changed. When this area of research first started, everyone knew, and was clear, that they were talking about children’s knowledge of biological sex. The terms “sex identity” and “sex constancy” were used, to mean children’s knowledge of whether they were a boy or a girl, and whether they or others could change into the opposite sex. Around the 1990s everyone started getting squeamish about the word “sex” and started using “gender” as a euphemism. Researchers, however, still meant a child’s knowledge of biological sex." (continues)
it takes children some time to work out both whether they themselves are a girl or a boy, and that both they and others cannot change sex. Working out which they are themselves happens earlier, and is based in all the studies that have been done on physical appearance and stereotypes.
So, based on the idea that girls have long hair and boys have short hair, James is also age-perfect in thinking that when appearance changes, sex changes too. Until the age of about 7 (yes, 7 — in some children it’s older) children think that when something changes its appearance, its underlying reality changes too. This doesn’t just apply to sex, it applies to pretty much everything." (continues)
medium.com/@katieja/young-children-reality-sex-and-gender-3421f4f165f1