TransEDU Scotland (2016–2018)

Overview

TransEDU Scotland was the original, foundational phase of the TransEDU project. Conducted between 2016 and 2018, it provided the first Scotland‑wide empirical evidence on the experiences of trans and gender diverse applicants, students and staff in further and higher education (FE and HE). The project addressed a significant evidence gap and established a baseline that has since informed institutional policy, practice, training and further research across the sector. TransEDU Scotland (2016–2018) positioned colleges and universities as key sites for advancing trans inclusion, while also highlighting the systemic barriers that limited participation, safety and wellbeing within educational environments.
The study remains a key point of reference for understanding trans and gender diverse experiences in Scottish education and continues to inform ongoing developments across the sector.

About the TransEDU Scotland Research

The TransEDU Scotland research examined the experiences of, and current provision for, trans and gender diverse applicants, students and staff in FE and HE across Scotland. It was funded by the Scottish Funding Council and undertaken by Dr Stephanie McKendry and Dr Matson Lawrence at the University of Strathclyde.
At the time, there was a significant lack of empirical evidence on trans and gender diverse experiences in Scottish FE and HE, and the 2016-2018 TransEDU Scotland  study directly addressed this gap by becoming the first national evidence base for the sector, informing policy development, staff training, student support, and broader institutional practice.

Research Questions

The project investigated three core questions:

  • What barriers are faced by trans applicants, students and staff in the Scottish FE and HE sectors?

  • What are the support needs of trans applicants, students and staff?

  • What monitoring practices, guidance and support protocols are currently in place across institutions?

These questions remain highly relevant and informed the development of later TransEDU work, including the 2025–26 UK‑wide study of trans and non‑binary researchers.

Definitions

Trans is an umbrella term used to denote people whose gender identity differs from the gender and sex they were assigned at birth. This can include (trans) women, (trans) men, and non-binary and other gender diverse people. Trans people may make, or have made, social and / or physical changes to more closely align to their gender identity. The term gender diverse can denote people who experience their gender identity as outside of the binary of man and woman, including non-binary, genderqueer, agender, and dual role people. We use this term in addition to ‘trans’ because not all those who have diverse gender identities use ‘trans’ to describe themselves. This term is also useful for those who are questioning or unsure about their gender identity.
Trans and gender diverse people are protected under the Equality Act 2010, currently through the protected characteristic of ‘gender reassignment’, which prohibits discrimination in education, employment, services and housing.

Methodology

The project utilised an action research methodology to allow for an iterative and responsive research strategy, as well as the production of highly practical research outputs. In addition to being methodologically eclectic, action research is reflective and applied, involving an ongoing cyclical process of planning, acting, observing and reflecting (Coghlan & Brannick, 2009). As a methodology it is has been utilised effectively in researching and enhancing student support within higher education (Hodgson et al, 2008; Mckendry, 2012).
The project had three distinct strands:

  1. Empirical research investigating the experiences of trans and gender diverse applicants, students and staff. This consisted of an online survey for completion by self-identified trans and gender diverse people who were prospective, current and recent applicants, students and staff at colleges and universities in Scotland. The survey was promoted through social media, via institutions, Students’ Associations and staff networks, and through relevant third sector organisations. Follow-up in-depth, semi-structured qualitative interviews were conducted with all individuals who expressed an interest.
  2. Documentary analysis and mapping of current practice within Scottish HEIs and colleges. This consisted of questionnaires, interviews and engagement events with Equality and Diversity and related staff from across the sector, to inform wider understanding of the current policy field, alongside the collection of best practice case studies. 
  3. Development of practical resources to empower institutions to develop their policies and activities, alongside a peer support Community of Practice. The www.trans.ac.uk website launched in December 2017 and hosts open access, reusable resources to support institutions in developing provision and meeting the research recommendations. See pages 21-22 of the report for full details of dissemination events and activities during the course of the project.

Key Findings

The findings established a national picture of trans experiences in Scottish colleges and universities:

  • 86% of survey respondents experienced barriers to study or work directly related to their trans status.
  • 35% had withdrawn from a course before completion — substantially higher than sector averages.
  • 23% felt entirely unable to discuss issues relating to their gender identity with their institution.
  • Many faced challenges with misgendering, administrative systems, placements, facilities access, peer relationships and mental health.

Qualitative themes included:

  • navigating transitions while studying or working
  • safety concerns on‑ and off‑campus
  • curriculum gaps and experiences in professional programmes
  • invisibility and misunderstanding of non‑binary identities
  • intersectional challenges relating to disability, socio‑economic disadvantage, estrangement and mental health
  • emotional labour of educating others
  • barriers in networking, publishing and employment
  • experiences of othering through systems and facilities

These findings became an important early evidence base for later work across Scotland and the wider UK, and continue to inform ongoing developments in policy and practice.

Impact and Legacy

TransEDU Scotland (2016–2018) has had sector‑wide impact:

  • It shaped the development of the TransEDU website and toolkit, launched in 2017.
  • It informed institutional Equality Impact Assessments, policies, Gender Action Plans, staff training and guidance.
  • It encouraged the adoption of named contacts, trans‑inclusive policies, gender‑neutral facilities and improved administrative processes.
  • It established themes later explored in the 2025-26 study of trans and non-binary researchers.

This research remains a central evidence base for ongoing work on trans equity in education and research.

Recommendations

The original report set out comprehensive recommendations for institutions, covering:

  • policy developments
  • facilities and administrative systems
  • curriculum and learning
  • placements and professional practice
  • staff training
  • visibility, celebration and community building
  • student experience and support

A full set of recommendations arising from TransEDU R&I is available in the dedicated Recommendations tab.

Full Report

👉 Download the TransEDU Scotland (2016–2018) report