Facilities and Access

 

Facilities and access shape safety, wellbeing, and participation for trans and non-binary people in education and research.

On this page:

  • how people experience facilities in practice
  • key barriers to access
  • impacts on participation and wellbeing
  • what research shows


🚻Experiences of Using Facilities


TransEDU research consistently shows that facilities are not neutral spaces for many trans and non-binary people.


Participants described:

  • feeling unsafe or uncomfortable in gendered facilities
  • being questioned, challenged or scrutinised when using facilities
  • anticipating negative reactions from others

 

“When you are not sure which toilet you might be able to use on a day-to-day basis… it does not make for an inclusive environment.” (survey respondent, TransEDU R&I, 2025)


These experiences are shaped not only by the facilities themselves, but by whether people feel safe using them and how they expect others may respond.


⚠️Barriers to Access


A lack of appropriate or accessible facilities creates practical barriers that directly affect daily routines and participation.


Participants reported:

  • avoiding using facilities while on campus
  • travelling significant distances to find suitable facilities
  • uncertainty about which facilities they could safely and comfotably use

 

“I either have to walk to other buildings… or use the disabled toilets. This has led me to avoid coming into the office when possible.” (survey respondent, TransEDU R&I, 2025)


In some cases, participants described structuring their day around access to facilities or limiting their time on campus altogether.


🧠Impact on Wellbeing and Participation


Access to facilities has direct implications for wellbeing as well as participation in education and research.


Research participants described:

  • reducing time spent on campus
  • planning activities around access to facilities
  • experiencing stress and anxiety in everyday situations

 

“I rarely come onto campus, but will stop coming in completely if there is nowhere for me to use a toilet.” (survey respondent, TransEDU R&I, 2025) 
“The obsession about bathrooms is making actually going into university buildings more uncomfortable… I feel more comfortable working from home.” (survey respondent, TransEDU R&I, 2025)


These impacts extend beyond immediate experience and influence whether and how people engage with education and research environments.


They shape:

  • engagement in learning, teaching and research
  • participation in classes, meetings and events
  • decisions about remaining on programme of study or within institutions


🛡️Facilities and Safety


Facilities have become a particularly visible site of concern in recent research.


Participants described:

  • ongoing anxiety about using facilities in shared spaces
  • fear of being challenged or questioned
  • heightened scrutiny linked to wider social and policy contexts

 

These concerns shape everyday decisions about whether to use facilities, remain on campus, and participate in activities.


🔁Everyday Experiences and Cumulative Impact


Seemingly small or isolated issues can build into significant barriers over time.


Participants described:

  • repeated removal or absence of signage
  • lack of clarity about available facilities
  • limited or inconsistent provision

 

“Somebody in our building decided to remove the gender-neutral toilet sign… This made using the toilet a more disheartening and distressing experience. […] Every single week… this sign’s getting taken off the door… I started to get really paranoid about this.” (interviewee, TransEDU R&I, 2025)


These experiences were not perceived as minor inconveniences, but as persistent disruptions that required constant vigilance.


In some cases, these ongoing issues contributed to:

  • heightened stress and vigilance
  • avoidance behaviours
  • mental health impacts

 

“I realised it was due to the fact that I was feeling unsafe about using toilet facilities… I ended up having to go to A&E.” (interviewee, TransEDU R&I, 2025)


♿Accessible Facilities and Tensions


In some environments, gender-neutral options are limited or only available through accessible (disabled) facilities.


Participants highlighted:

  • hesitation about using these spaces
  • limited availability of appropriate options
  • additional barriers to access

 

“They suggested that students walked to the Estates desk for the disabled toilets’ key… I think universities are still thinking within a binary.” (interviewee, TransEDU R&I, 2025)


These situations show how different access needs can intersect sometimes creating additional uncertainty or constraint rather than resolving barriers.


🏫Facilities and Institutional Context


Experiences of facilities are shaped by institutional decisions, practices and wider policy environments.


Participants described:

  • variation between institutions
  • uncertainty following legal and policy changes
  • the impact of institutional responses on safety and belonging

 

“This has completely destroyed my sense of belonging to the university.” (survey respondent, TransEDU R&I, 2025)
“Do I feel safe moving to a different institution? I don’t know what the practical facilities are.” (interviewee, TransEDU R&I, 2025)


Facilities access was not experienced as a minor issue, but as a factor that directly shaped whether people could participate in education and research environments.


🔬Ongoing Research


Findings from ongoing TransEDU research (2025–2026) continue to highlight access to facilities as a key factor shaping inclusion, safety and participation in education and research environments.


Note
This page presents research findings on the experiences of accessing facilities.
It does not provide guidance on facilities provision. Organisations should refer to relevant statutory and institutional guidance where appropriate.