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NEU launches Trans Equality toolkit for schools
EB News: 27/04/2018 - 10:53
Leading Trans Equality in Education: A Toolkit for Change has been developed by the National Education Union’s Trans Educators’ network, and was shared with members at the National Education Union’s LGBT+ annual conference in Leeds.
The NEU states that many schools don’t have policies about transitioning at work, and in some circumstances trans employees have been asked to manage their transition themselves or asked inappropriate questions. A lack of understanding about legal rights and the positive steps to take has made it hard for trans educators to stay in their jobs. The NEU says “this discrimination is unacceptable.”
Mary Bousted, joint General Secretary of the National Education Union, said:
“Schools and colleges that nurture diversity, and create inclusive environments for trans workers are able to recruit and retain happier, healthier staff. They provide crucial role models that reflect the diversity of the UK. Diverse workplaces benefit everybody.”
The NEU toolkit aims to help schools and colleges put the necessary support mechanisms in place. The toolkit includes: Model transitioning at work policy, Model Transition Care Plan and Know your rights guidance.
The National Education Union’s Trans Educators’ network, is the first of its kind in the UK, and provides a space for trans and non-binary education professionals to meet and discuss experiences, support and potential solutions to issues they face in the workplace and in society.
A new report from the Public Accounts Committee (PAC) finds that the Department for Education (DfE) lacks a coherent plan, suitable targets and sufficient evidence of what works as it seeks to improve teacher recruitment and retention.
A report from the Children’s Commissioner calls for improved access to school transport so as many children as possible benefit from free bus travel, and for all eligible children to be auto-enrolled to receive free school meals.
New research from the Education Policy Institute (EPI) found that disadvantaged students are, on average, one-fifth of a grade behind in English and one-eighth of a grade behind in maths when resitting GCSEs