Recommendations
These recommendations are informed by over a decade of TransEDU research, spanning the original TransEDU Scotland study (2016–2018) and the more recent TransEDU R&I project (2025–2026). Together, this body of evidence captures the experiences, barriers and support needs of trans, non binary and gender diverse people across Further and Higher Education and the UK Research & Innovation sector.
While the recommendations below remain grounded in longstanding issues of policy, practice and participation, they should be read in light of a significantly changed legal, political and institutional context. They are intended as flexible, evidence based guidance to support institutions, research organisations and sector bodies to prioritise action, mitigate risk and improve conditions for trans and gender diverse students, staff and researchers.
Recent TransEDU research highlights that institutional silence, policy withdrawal or inconsistent responses to this context can itself increase feelings of insecurity for trans and gender diverse people. Institutions are therefore encouraged to prioritise clear leadership, communication and practical action.
Policy and leadership
These recommendations emphasise the role of leadership and policy infrastructure in shaping institutional responses. Recent TransEDU research highlights increasing variability in how institutions interpret and implement their legal and ethical responsibilities. Clear leadership, responsive communication and policy engagement remain critical to sustaining feelings of safety.
1.1 A named contact for all students and prospective students who identify as trans or gender diverse to provide support as a first point of contact. They should be trained in trans awareness, mental health, autism and reporting harassment. Disability Services may not be the most appropriate place to site this support.
1.2 A named contact for staff and research students.
1.3 Training and awareness-raising remit within role of named contact.
1.4 A senior champion within the organisation to drive forward change.
2.1 The development of a specific policy for trans students, staff and researchers, incorporating issues such as leave entitlement for medical procedures and appointments.
2.2 Develop policies in close consultation with trans and gender diverse staff and students, and involving all relevant departments and teams.
2.3 Ensure there is liaison with legal representatives in the development of the policy.
2.4 Consider developing policy as a ‘Gender Identity and Gender Expression policy’ to incorporate a broader range of people, identities and issues.
3.1 Provision of gender neutral facilities throughout campuses and buildings including bathrooms, changing rooms and student residences.
3.2 Consider appropriate signage and provision for non-binary students and staff.
4. Consideration should be given to the inclusion of a specific section within Gender Action Plans on issues concerning trans and gender diverse people.
5.1 Consider issues of time off for, and pay during, leave for medical procedures and appointments related to their gender identity for research students and staff receiving grants and stipends.
5.2 Support should be provided to staff and students who face barriers in changing their names on publications.
Training and awareness
6.1 Sustainable and embedded training for teaching and professional services staff at all levels should be provided during induction and as a specific element of equality training.
6.2 Consideration should be given to the provision of training for continuing staff on an annual basis
6.3 Awareness training and compliance should be incorporated into policies for all contractors and within procurement practices.
7.1 Trans awareness training and CPD opportunities should be essential for counsellors.
7.2 When recruiting new counsellors or seeking external provision, demonstrable expertise in LGBTQI identities should be a factor in that recruitment process.
7.3 Provision of counselling formats other than via telephones for trans staff and students.
Administrative systems, disclosure and safeguards
These recommendations are informed by longstanding evidence on the importance of clear, supportive administrative systems. Findings from TransEDU R&I (2025–2026) highlight that disclosure of trans or gender diverse identity is increasingly shaped by considerations of perceived safety, risk and personal circumstances. Institutions should ensure that processes are opt in, confidential, and designed to minimise unnecessary disclosure or evidential burden.
8.1 Development and promotion of as clear and simple a process as possible for staff and students to update and change their names and gender. This should cascade to all systems.
8.2 Correct names are particularly important on class registers and email accounts.
8.3 Consider whether it is necessary to include gender options and titles on forms and processes. Where this is required, provide an explanation to those completing it.
8.4 Consider carefully if evidence is required before a change can be implemented. In many cases, it is not needed.
9. Development of highly publicised points within application and transition process (for both staff and students) at which to disclose issues related to trans and gender diverse identity, e.g. support/disclosure prior to interview; opportunity to discuss accommodation needs; once registered prior to group allocation within class.
10. Development and promotion of clear harassment and reporting strategy highlighted on trans webpages.
Visibility, participation and community
Earlier TransEDU research emphasised the importance of visibility, community building and celebration in fostering inclusion. More recent findings indicate that while institutional visibility remains important, it may also carry heightened risk for individuals in the current legal, political and media climate.
Institutions should therefore continue to lead visibly and publicly on trans inclusion, while ensuring that responsibility for visibility is institutionally held and that individual participation is always voluntary.
In this section, visibility refers to institutional, community and cultural visibility, rather than professional or research‑career visibility (see Research participation, dissemination and career sustainability).
11.1 Publish an easily found webpage on ‘trans and gender diversity’ with links to named contact, and signposting to policies and provision.
11.2 Where appropriate, Faculties or Departments should provide supplementary guidance on discipline specific issues (such as placements, dress codes or professional requirements), ensuring this guidance aligns with central institutional policy and has appropriate oversight.
11.3 Include campus map of gender neutral facilities on specific trans and main webpages.
12. Development of centralised Scotland-wide website for applicants detailing named contacts and specific provision within each college and HEI, similar to the Propel website for care experienced people and developed as part of the www.trans.ac.uk website.
13.1 Include specific institution-led events around trans and gender diversity in Diversity Week and other inclusion celebrations.
13.2 Fly a trans flag and include trans-specific events in LGBT History month, as part of an institutional commitment to trans inclusion.
13.3 Incorporate official institutional involvement in LGBT+ Pride, Trans Day of Visibility, and Trans Day of Remembrance within annual calendar.
14. Consider whether LGBTQI+ clubs and societies are genuinely ‘T’ and ensure trans-specific policies, activities, etc. are developed.
15. Encourage pronouns within email signatures (at individual, team, department or institution level).
Student and early-career researcher education and progression pathways
These recommendations focus on teaching, learning, placements, careers support and early‑career transitions for trans and gender diverse students and early‑career researchers. They reflect evidence that educational and professional pathways may be constrained by placement requirements, disclosure risks, mobility expectations and access to support.
In this section, visibility refers to classroom and learning contexts rather than research dissemination or public academic engagement.
16.1 Consider trans inclusion and inadvertent transphobia within the curriculum and ways to include trans history, identity and experience within content.
16.2 For those who design and deliver professional programmes – including Medicine, Nursing, Allied Health Professions, Teaching, Social Work, and Counselling – consider opportunities to raise awareness amongst professionals of the future and include trans issues within curriculum.
16.3 Harness LGBTQI+ and Pride events to engender discussion within classroom contexts.
17. Consider the experience of students on professional and industrial programmes in relation to placements, professional requirements, and uniforms within Equality Impact Assessment processes.
18. Consider introducing pronouns alongside names within introductory and icebreaking teaching contexts.
19. Consideration should be given to specific issues and challenges trans and gender diverse students may face obtaining and undertaking placements and work experience. Support provision and specific considerations should be noted in Equality Impact Assessments.
20. Consider the provision of tailored Careers advice and support activities for trans and gender diverse students, who may require additional support with interviews and securing employment opportunities.
21.1 Advice and support should be given to trans and gender diverse staff and students to allow them to engage in international opportunities. Specific issues should be considered within Equality Impact Assessments.
21.2 All department and student-led exchanges and international opportunities should be considered for potential issues and barriers that may arise for trans and gender diverse participants.
Research participation, dissemination and career sustainability
TransEDU R&I (2025–2026) demonstrates that participation in research careers — including dissemination, networking, public engagement and mobility — can entail situations in which trans and gender diverse researchers may feel unsafe and exposed. These experiences are shaped by institutional context, legal uncertainty and uneven protection across the sector.
Institutions, funders and research organisations should take responsibility for mitigating these risks and avoid placing the burden of navigation on individuals.
22.1 Institutions should recognise that expectations around publication, conference attendance, public engagement, media activity and other indicators of academic progression may disadvantage trans and gender diverse researchers in the current context, and should apply flexibility in how contribution and participation are enabled, assessed and recognised.
22.2 Institutions should support alternative and lower risk routes to research dissemination, collaboration and networking, including online, hybrid or protected forms of engagement, ensuring these are valued within progression and appraisal frameworks.
22.3 Media engagement and public communication involving trans and gender diverse researchers or trans related research should be supported by clear institutional protocols, including access to appropriate advice, training and named points of contact.
22.4 Mobility for research purposes, including national and international opportunities, should be supported through risk aware planning. Travel guidance and briefings should reflect current country level risks while minimising unnecessary collection of sensitive personal data.
Dr Stephanie Mckendry, Dr Matson Lawrence & Dr Sidonie Ecochard, 2026