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Australian and Victorian Policies Regarding Gender

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Australian and Victorian Policies Regarding Gender

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2013 Sex Discrimination Act Amendment

Australia first created laws to prevent discrimination based on sex with the enactment of the Sex Discrimination Act in 1984. However, it wasn’t until 2013 that the Act was amended to include sexual orientation, gender identity, and intersex status and substituting its descriptions of two sexes to different sexes. This act amendment was an important structural step on validating the spectrum of gender identity and expression.

2016 Gender Equality Strategy

In 2016, the Victorian government identified areas that it considered most important so that there would be equity for Victorians of all genders in its discussion paper “Victorian Gender Equality Strategy”. This stated that schools were important to help to reduce negative gendered stereotypes of education and career choices in children, and finished by querying what programs and resources are needed to realise the government’s vision.

2017 Gender Diversity School Policy Guide

Victoria updated its school policy guide on Gender Diversity, which aims to ensure schools support students of diverse gender, in 2017. Its purpose is to assist schools to enact the Sex Discrimination Act 2013 Amendment, as it aims to stop discrimination based on sexual orientation, gender identity, and intersex status. The policy guides schools predominately in helping students who are transitioning – which reflects some but not all of the Act.

2017 Student Dress Code

Although the Education Minister James Merlino said that he would change uniform rules to be more inclusive for female students in public schools (Chalkley-Rhoden, 2017), the student dress code policy still allows schools to have authority on what dress code is implemented in Victorian schools, as long as they meet human rights and anti-discrimination requirements.

2018 Gender Identity School Policy Guide

A different school policy guide was updated in 2018. The Gender Identity policy guide’s purpose is to help schools support students’ gender identities. As with the 2017 policy, this policy focuses on students who are transitioning between genders, rather than the broad spectrum and fluid nature of gender (Kids Help Line, 2018).

In reflection of these government policies, it appears that the Australian and Victorian government is aware of what can be done for equity and inclusion of people of different genders in Victorian schools, but the school policy guides have not provided action plans for schools, leaving this up to the discretion of school leaders.

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Developed by Trans Student Educational Resources (TSER) in 2014. The Gender Unicorn aims to illustrate how queer and trans people view gender (TSER, n.d.).

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Victorian state government policy outlining support, management plans, community adjustment and gender identity definitions. The policy ensures to describe support toward student gender identity.

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To ensure schools support students' gender identity, including those with intersex status, in line with both the Victorian Equal Opportunity Act 2010 (Vic) and the Sex Discrimination Act 1984 (Cth).

schools must support and respect a student's choice to identify as their desired gender when this does not align with their designated sex at birth

principals must respect privacy and confidentiality in relation to gender identity and intersex status

the young person and a family representative/ carer must be invited to be part of the formulation of a school management plan

a letter from a gender identity specialist may be requested by the school to support them in developing the plan. This letter is not a conditional requirement for the school in providing support to the student, but it may help to ensure that schools can adequately discharge their duty of care to a student by planning appropriately. Gender identity specialists are available through Royal Children's Hospital and Monash Medical Centre.

For more information, see: Information Privacy

Gender identity has the potential for discriminatory and unfair treatment. Below are the definitions Gender Identity and Intersex status outlined in the Sex Discrimination Act 1984 (Cth) (SD Act).

Gender identity

Gender identity is broadly defined as meaning 'the gender-related identity, appearance or mannerisms or other gender-related characteristics of a person (whether by way of medical intervention or not), with or without regard to the person's designated sex at birth'.

By this definition, the SD Act therefore affords protection from discrimination for persons who identify as men, women or also as neither male nor female. It does not matter what sex the person was assigned at birth, or whether the person has undergone any medical intervention. Some terms used to describe a person's gender identity include trans, transgender and gender diverse. The SD Act does not use these labels; however it is intended to cover these identities and more.

Intersex status

Intersex Status is defined by the SD Act as meaning 'the status of having physical, hormonal or genetic features that are:

1. neither wholly female nor wholly male; or

2. a combination of female and male; or

3. neither female or male.'

This attribute is directed at protecting the 'biological' aspects or characteristics of intersex persons, but not the person's gender identity. These provisions will afford an intersex person protection from discrimination based on whether that person may have the biological attributes of both sexes, or lack some of the biological attributes considered necessary to be defined as one or the other sex.

Principals should:

identify current supports that are in place and not automatically assume school-based wellbeing supports are required

respond to students or parents/guardians who identify a need, such as counselling support.

It is important that the student understands they are a partner in a plan and actively follow the agreed decisions.

The principal, with the student and parents/guardians, creates a school management plan that ensures the school responds to the student's needs and addresses any facilities and privacy issues.

The school management plan should:

cater to the student's gender identity

reflect this policy

take a common sense approach

be developed over staggered sessions to allow time for trialing and opportunity for adjustments to occur

consider the best timing to undertake any change of gender identity, such as term break

consider implementing a Student Support Group to support, guide and monitor the student's progress see: Department resources

agree to arrangements in relation to toilet facilities

consider the wellbeing of other students in an addendum to the plan, in the event the student's transgender status becomes known and causes distress. This should include a student support referral process

determine whether other staff members, such as a student welfare coordinator or the physical education teacher, need to be advised to support or teach the student

list the names of staff members who know of the gender identity change

identify processes to:

review the plan

inform others should it be decided necessary

address potential school community concerns

manage unforeseen circumstances.

Important: The best way to protect a student's privacy and confidentiality is to minimise the number of staff required to know the student's transgender status. In most cases this is limited to the principal. Do not assume a staff member or the student's social network is aware.

Toilets, showers and change rooms are specific to each school. The arrangements for the use of these facilities should be made locally and documented in the school management plan. Careful consideration should be given to the use of facilities that are appropriate to the student's preferred or chosen gender.

Note: Regular use of disabled toilets by a student without disabilities can draw attention to the student and is not appropriate for these purposes.

Where the student changing gender identity stays at the same school, community members who knew the student before may need:

support

further information on gender identity

to discuss issues in general with a senior staff member.

Adjustments typically:

occur as a matter of practice over time

include use of:

a student's new name

address appropriate to the preferred gender identity.

The policy currently does not explicitly address situations in which a student and their parents are not in agreement regarding the student's gender identity. There may arise circumstances in which students wish to change their gender identity without the consent of their parents, and without consulting medical practitioners.

If no agreement can be reached between the student and the parent regarding the student's gender identity, or if the parent will not consent to the contents of a Student Management Plan, it will be necessary for the school to consider whether the student is a mature minor enabling the student to permissibly make decisions for themselves without parental consent.

Principals will need to be satisfied that the student has sufficient maturity, understanding and intelligence to make up their own mind about a particular issue (such as decision making around name change). This is a decision for the principal and a written record should be kept regarding the decision, including consideration of whether the student understands the consequences that might flow from the relevant decision.

Should the school consider that the student is a mature minor, in these circumstances it may not be appropriate for the student's family representative/carer to be invited to participate in formulating the school management plan.

The decision making responsibilities policy for students addresses situations in which students, though under the age of 18 years, may be sufficiently mature to make their own decisions. For more information, see: Decision Making Responsibilities for Students

For advice on changing school records and documentation, contact Legal Division on legal.services@edumail.vic.gov.au or 03 9637 3146.

Victorian Equal Opportunity Act 2010 (Vic)

Sex Discrimination Act 1984 (Cth)

For more information see:

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To ensure schools support students' gender identity, including those with intersex status, in line with both the Victorian Equal Opportunity Act 2010 (Vic) and the Sex Discrimination Act 1984 (Cth).

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Gender does not solely rely on biological sex assigned at birth. Gender consists of an interrelationship between the dimensions of body, identity & expression (Gender spectrum, 2018). Gender identity relates to how a person experiences their gender regardless of societies expectations and stereotypes; Gender identity exists on a spectrum and not a fixed identity, allowing people to move between genders, or have no gender (Kids help line, 2018).

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Gender is Not Uniform - Safe Schools Coalition Victoria

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Gender is Not Uniform - Safe Schools Coalition Victoria

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Safe Schools Coalition Victoria has a campaign - ‘Gender is Not Uniform’ aimed at supporting gender diversity in schools. This guide is part of the campaign and includes information and strategies on how schools can support gender diverse students (Chesworth et al., 2017).

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This resource includes results of a study and recommendations for the mental health and well-being of gender diverse and transgender young people in Australia (Smith et al., 2014).

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This video can be used in a classroom setting to highlight negative gender stereotypes and promote participation of girls in sport.

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This resource, provided by the Victorian Government for government employees but also applicable to educators, gives clear examples and explanations of what language should be used to create and equitable space for Victorians of all genders, especially focusing on members of the LGBTI community (Victorian Government, 2018).

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Inclusive Language Guide _ Victorian Government

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This appendix outlines definitions and inclusive language for sexual orientation, gender diversity and intersex (State of Victoria Department of Health, 2013).

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"A Quick & Easy Guide to They/Them Pronouns"

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"A Quick & Easy Guide to They/Them Pronouns"

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This resource is a graphic novel targeted towards students in year 7 and up. The novel aims to help students to become aware of what gendered language they are using and why it is important (Dar, 2018). The artwork assists students to understand the emotionally draining nature of being misgendered (Dar, 2018).

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Archie Bongiovanni & Tristan Jimerson On Their Graphic Novel Guide to Gender-Neutral Pronouns

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The creators of A Quick & Easy Guide to They/Them Pronouns, a hip, matter-of-fact primer, talk about the emotional ­impact of being misgendered and more.

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In this resource, Oritz (2018) explains to young people "How to Use Gender-Neutral Words", helping teenagers to reduce their unconscious bias by suggesting descriptors to use to replace "-man", as well as explaining the importance of holding themselves and their classmates responsible for the words they use.

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"Some people may argue that such concerns are unimportant, but if you consider that language is the primary filter through which we perceive the world, it's obvious that it affects how we relate to and make judgments about one another," Dowd tells Teen Vogue. "Until now, history has been written and told by men, to the detriment of others. Part of any attempt to create a society in which all people - regardless of gender, sexuality or race - have equal opportunities and freedoms is to use language that no longer excludes certain groups or creates unconscious bias."

Just because a nonbinary person isn't present doesn't make it OK to use binary language.

Many nonbinary people aren't as vocal about their identity and pronouns as others, and you can't know someone's gender by looking at them, Hoffman-Fox stresses. Nonbinary people reflect a wide variety of gender expressions and are sometimes still identified as male or female because they don't present as androgynous.

"It's fairly common for people to assume that a nonbinary person isn't in the room," Hoffman-Fox said. "The truth is, there is no way someone could know that, unless they have had conversations with every person in the vicinity and have asked them if they use binary terms to describe themselves."

Hold those around you accountable.

Don't be afraid to correct those around you, such as your classmates and even teachers, about using exclusive, gendered language, but do understand not everyone receives criticism in the same way.

"Some people will be comfortable with being very direct, like: 'Excuse me, but when you used ladies to describe our friend group, it leaves out those who are uncomfortable with being gendered as female,'" Hoffman-Fox tells Teen Vogue. "Some may want to take a more subtle approach, such as repeatedly using a gender-neutral term within earshot of the person using binary language."

Pay attention to which responses work better for certain people.

"Depending on the situation, you can address the situation with the person publicly or privately, in person or through a message," Hoffman-Fox adds. "Try to keep it as simple as possible, explaining briefly what binary language is and how it can often result in people feeling invisible."

Remember that binary language also harms cisgender and binary transgender people.

Nonbinary people aren't the only ones hurt by binary language. Binary transgender people (or trans people who aren't nonbinary) and cisgender people are also affected - and often harmed - by the gender binary and how ingrained it can be in our language. For instance, many women prefer not to be lumped into a group of "ladies" because of society's expectations of how a lady should act.

"There are people who aren't nonbinary who are uncomfortable with binary gendered terms, thanks to these terms also being experienced as stereotypical," Hoffman-Fox says. "Shifting to gender-neutral language is of benefit not only to those who are nonbinary but to many others in society who feel that binary terms are inaccurate ways of describing them."

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The Gender-Neutral Words You Need to Know for Back to School

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"Some people may argue that such concerns are unimportant, but if you consider that language is the primary filter through which we perceive the world, it's obvious that it affects how we relate to and make judgments about one another," Dowd tells Teen Vogue.

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Gender refers to socially and culturally constructed masculine and feminine characteristics including roles, attributes and behaviours (World Health Organisation, 2018). Gender identity, gender expression and biological sex don’t always align. While people may be born male or female, they learn behaviour that characterises their gender identity and gender roles (World Health Organsation, 2018).

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Gender diversity:  Diverse range of gender expressions and identities (Victorian Government, 2018).

Gender identity: The gender-related identity, appearance, mannerisms or other gender-related characteristics of an individual with or without regard to the individual’s assigned sex at birth (TSER, n.d.).

Gender Expression: Showing gender identity through clothing, hair, body shape, voice, behaviour etc. (TSER, n.d.).

Sex Assigned at Birth/Biological Sex: The classification of people as male, female, intersex or another sex based on anatomy, hormones and chromosomes (TSER, n.d.).

Gender transition/affirmation: Process whereby a transgender or gender diverse person socially and or/medically affirms their gender identity.

Intersex: Status of having physical, hormonal or genetic features that are neither wholly female nor wholly male (Victorian Government, 2018).

Brotherboys & Sistergirls: Terminology used by Aboriginal and Torres Strait Islander people to refer to transgender people. Brotherboy refers to masculine spirited people who are born female, and Sistergirl typically refers to feminine spirited people who are born male (Victorian Government, 2018).

Non-binary: Individuals who do not identify as a woman or a man. People can identify as agender (no gender), bigender (both a woman and a man) or non-binary (neither man nor woman) (Victorian Government, 2018).

Cis-gender: Individuals whose gender identity is inline with their sex assigned at birth, and social expectations associated with that sex (Victorian Government, 2018).

Transgender: Individuals whose gender identity, gender expression or behaviour does not align with their sex assigned at birth. Transgender people may participate in social transitioning (changing name, pronouns, clothing) and/or medical transitioning (surgery, hormones). Not all trans people will undergo medical trans(Victorian Government, 2018).

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The 2012 Private Lives 2 study found that trans and gender diverse people were less likely to complete high school (OECD, 2012).

This stresses the importance for teachers and students in the school community to be non-judgmental and accepting of everybody to ensure social justice.

Fraser (1998) describes overcoming injustice as involving the dismantling institutionalized obstacles that prevent people from participating as full partners.

Gender injustice surrounds androcentrism, the authoritative construction of normalized behaviours and traits associated with masculinity and privileged, with other behaviours and traits devalued (Fraser, 1998).

The following graph is adapted from the study (OECD, 2012).

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Victorian state government policy that ensures schools support same sex attracted and  gender diverse students, as well as affirming and supporting their gender identity.

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To ensure schools support:same sex attracted, gender diverse, transgender and intersex students and affirm their gender identity.

Schools must take reasonable steps to eliminate discrimination on the basis of sexual orientation, gender identity or intersex status. The Department requires schools to support same sex attracted, gender diverse, transgender and intersex students by:

providing a positive, supportive and respectful environment

respecting privacy and confidentiality in relation to all students

supporting students who want to affirm or transition gender identity at school

challenging all forms of homophobia and transphobia to prevent discrimination and bullying

giving proper consideration to the impact of any requirement to participate in school activities according to gender identity or an assumption of heterosexuality (e.g. school formals, sports activities, camps).

Gender diversity: refers to a diverse range of different gender expressions and identities. This term includes those who may identify as transgender, gender diverse, genderfluid, or who otherwise feel that their gender identity does not align with the sex assigned to them at birth and/or society's expectations of gender.

Gender identity: is defined in legislation as meaning the gender-related identity, appearance or mannerisms or other gender-related characteristics of a person (whether by way of medical intervention or not) with or without regard to the person's designated sex at birth.

Gender transition/affirmation: refers to the process whereby a transgender or gender diverse person socially and/or medically affirms their gender identity. There is no single moment of gender affirmation; it is an ongoing and individual process which may or may not involve medical support.

Intersex: means the status of having physical, hormonal or genetic features that are:a) neither wholly female nor wholly male orb) a combination of female and male orc) neither female nor male.Being intersex is about biological variations, not about a person's gender identity. People with intersex variations share the same range of sexual orientation and gender identities as people with no intersex variations.

Sexual diversity: refers to a diverse range of different sexualities, identities, and romantic or sexual attractions. This term includes those who may identify as same sex attracted, lesbian, gay, bisexual, pansexual or who may use other terms.Sexual orientation: is defined in legislation as meaning a person's sexual orientation towards: (a) persons of the same sex; or (b) persons of a different sex; or (c) persons of the same sex and persons of a different sex.

Schools should:

ensure that their policies, practices and activities are inclusive and do not have the effect of treating any student unfavourably because of their sexual orientation, gender identity or intersex status.

take positive action to eliminate discrimination or harassment of students on the basis of their sexual or gender identity or intersex status.

For further guidance on how to actively and positively support same sex attracted, gender diverse, transgender and intersex students, visit the Department's Student Health and Wellbeing webpage​.

The Safe Schools Unit can also support your school with free staff professional development, resources, tailored support, planning, and guidance - see the Safe School site for contact details.

Schools must work with students transitioning or affirming their gender identity to prepare and implement a student support plan.

The plan should be developed in consultation with the student and their parents or carers, where possible, and should be reviewed periodically to ensure that it reflects the needs of the student at the different stages of their transition, and at the different stages of their education.

It is important that the student is at the centre of creating their own support plan, and consulted in all decision making. In preparing the plan, the school should consider the following:

maintaining appropriate privacy and confidentiality - not everyone in the school needs to know whether a student is transgender. Consider the privacy of the student, and only share information to those who have an appropriate reason to know

consulting on and confirming:

the referencing of and recording of student's name, gender identity, and pronouns (he, she, they etc.)

the use of toilets, showers and change rooms that meet the needs of the student. This should be based on the student's gender identity and whichever facilities they will feel most comfortable using. Students without a disability should not be required to use disabled toilets or facilities

the appropriate uniform that reflects the gender identity of the student and meets the school's dress or uniform code

developing a communications plan that includes what information staff members and other students need to know to best support the student

providing support to staff through professional learning and briefings on the arrangements for the student where appropriate

updating school policies to include support for transgender and gender diverse students and responses to transphobic bullying.

There may be circumstances in which students wish or need to undertake gender transition without the consent of their parent/s (or carer/s), and/or without consulting medical practitioners.

If no agreement can be reached between the student and the parent/s regarding the student's gender identity, or if the parent/s will not consent to the contents of a student support plan, it will be necessary for the school to consider whether the student is a mature minor.

If a student is considered a mature minor they can make decisions for themselves without parental consent and should be affirmed in their gender identity at school. Department policy addresses situations in which students, though under the age of 18 years, may be sufficiently mature to make their own decisions, see Decision Making by Mature Minors

It is unlawful under state and federal laws to discriminate against a person on the grounds of their sexual orientation, gender identity or intersex status.

Anti-discrimination laws:

require schools to take reasonable and proportionate measures to eliminate discrimination on the basis of sexual orientation, gender identity or intersex status, including by taking positive steps to promote an inclusive school environment

prohibit direct and indirect discrimination on the basis of sexual orientation, gender identity or intersex status.

Direct discrimination occurs when a person treats a person with a protected attribute (such as a gender identity, intersex status or sexual orientation) unfavourably because of that attribute. Direct discrimination may occur if the school denies or limits any access to any benefit provided by the school or subjects the student to any other detriment. For example, excluding a transgender student from using the toilet that matches their gender because of the sex they were assigned at birth, may limit or deny that student's access to the benefit.

Indirect discrimination occurs where a requirement, condition or practice is applied to all students equally but its application is likely to have the effect of disadvantaging students with a protected attribute (such as gender identity, intersex status or sexual orientation), and it is not reasonable. For example, it might be indirect discrimination for a school to apply a uniform policy with only 'male' and 'female' options to all students equally without regard to a student's gender identity. The result of that policy might be a student with a non-binary identity would be required to wear the uniform of their sex assigned at birth rather than their gender identity, and the requirement to do so is unreasonable.

Charter of Human Rights and Responsibilities Act 2006 (Vic)

Equal Opportunity Act 2010 (Vic)

Sex Discrimination Act 1984 (Cth)

Bully Stoppers - supports students, parents, teachers and principals in working together to make sure schools are safe and supportive places, where everyone is empowered to help reduce the incidence of bullying in all Victorian schools

Sexuality Education - provides more information on the delivery of sexuality education in Victorian schools.

Minus18- provided mental health and peer mentoring support to same sex attracted and gender diverse young people from all over Australia.

National Safe Schools Framework - provides Australian schools with a vision and a set of guiding principles that assist school communities to develop positive and practical student safety and wellbeing policies.

Rainbow Network - a network of SSAITGD youth groups with activities including; the exchanging of ideas, information and resources; the discussion of issues that may emerge when working with young people, their families, schools and community agencies; and developing of partnerships between agencies and schools aimed at empowering young people to participate in decision making and community development.

Royal Children's Hospital Melbourne Gender Service - provides children and adolescents up to 17 years with a multidisciplinary approach to the assessment, care and treatment of gender dysphoria.

Transcend - a parent led support network and information hub for transgender children and their families in Australia.

Transgender Victoria - works with and for, the trans community as well as its allies, to create positive change in areas that impact the human rights of trans people.TGV supports direct assistance to transgender people through establishing and implementing appropriate and high quality direct services, as well as other activities that are consistent with this.

Victorian Equal Opportunity & Human Rights Commission - educates people about the rights and responsibilities contained in the Charter reports annually to the government about the operation of the Charter.

Ygender - a peer led social support and advocacy group based in Melbourne.

Zoe Belle Gender Collective - provides online support, referrals, recommendations and resources for the greater trans and gender diverse community in Victoria.

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To ensure schools support:same sex attracted, gender diverse, transgender and intersex students and affirm their gender identity. Schools must take reasonable steps to eliminate discrimination on the basis of sexual orientation, gender identity or intersex status.

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Guidelines for supporting sexual and gender diversity in schools and colleges

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Guidelines for supporting sexual and gender diversity in schools and colleges

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Tasmania department of education resource. Resource details  approaches supporting school culture, inclusive learning and teaching and providing education to school wide community (Tasmania Department of Education, 2012).

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A Victorian Department of Teaching and Early Childhood Development resource that is designed to assist teachers in exploring the topics of gender and sexuality in the classroom (DEECD, 2003).

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Within education the topic of gender is often discussed in relation to standardized test scores, and often whether boys are out performing girls, or highlighted as variant theme of social class inequalities (Buchmann, DiPrete & McDaniel, 2008). Discussions of gender do not only include topics revolving around boys and girls. Gender is an inclusive topic that involves more than biological concepts. A persons physical characteristics, hormones or outward appearance does not necessarily indicate their gender or gender identity (Reach Out, 2018). Because of this the gender of a person cannot be assumed.

Gender inequality, and lack of equity is a process that is affected by both structural and individual factors. Structural factors include policies, unequal representation, lack of opportunities, gender stereotyping, and biases within the community.

Validating a person’s gender identity is incredibly important. A supportive school community, and network can assist in having a person’s gender identity validated. Gender identity can be expressed by the pronouns you use and your outward appearance including the way you dress, and how your hair is styled (Kids help line, 2018).
Gender expression should be encouraged within the educational community, with education and resources discussed and highlighted within the classroom.

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Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annu. Rev. Sociol, 34, 319-337.

Chalkley-Rhoden, S. (2017).

Victoria to change state school uniform policy to let girls wear shorts or pants instead of dresses and skirts, ABC Radio Melbourne. Accessed from https://www.abc.net.au/news/2017-09-13/victorian-schools-to-let-girls-wear-shorts-or-pants/8939934

Chesworth, A., O'Saurus, C., Radcliffe, J., Ward, R. & Birkinshaw, Z. (2017). Gender is not uniform. Retrieved from https://transgendervictoria.com/what-we-do/resources/item/gender-is-not-uniform

Tasmania Department of Education. (2012). Guidelines for Supporting Sexual and Gender Diversity in Schools and Colleges. Retrieved from https://documentcentre.education.tas.gov.au/Documents/Guidelines-for-Supporting-Sexual-and-Gender-Diversity-in-Schools-and-Colleges.pdf

Department of Education and Early Childhood Development [DEECD].
(2013). Catching On Later – Sexuality Education for Victorian
Secondary Schools. Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/Pages/resources.aspx#1

Gender Spectrum. (2018). Understanding gender. Retrieved from https://www.genderspectrum.org/quick-links/understanding-gender/

Kids Help Line. (2018). Gender identity. Retrieved from https://kidshelpline.com.au/young-adults/issues/gender-identity

OECD (2012). OECD Better Life Index: Australia. Retrieved from http://www.oecdbetterlifeindex.org/countries/australia/

Reach Out. (2018). Gender. Retrieved from https://au.reachout.com/identity-and-gender/gender

Sex Discrimination Amendment 2013 (Aus). Retrieved from https://www.legislation.gov.au/Details/C2013A00098

Smith, E., Jones, T., Ward, R., Dixon, J., Mitchel, A. & Hiller, L. (2014). From Blues to Rainbows: Mental health and wellbeing of gender diverse and transgender young people in Australia.  Melbourne: The Australian Research Centre in Sex, Health, and Society.

State of Victoria Department of Health. (2014). Transgender and gender diverse health and wellbeing. Retrieved from http://www.health.vic.gov.au/diversity/index.htm

Trans Student Educational Resources [TSER]. (n.d.). The Gender Unicorn. Retrieved from http://www.transstudent.org/gender/

Transgender Victoria [TGV]. (2018). About TGV. Retrieved from https://transgendervictoria.com/about/about-tgv

Victorian Government. (2016).  Victorian Gender Equality Strategy. Department Premier and Cabinet, Melbourne. Retrieved from https://www.vic.gov.au/system/user_files/Documents/women/Victorian_Gender_Equality_Strategy_Discussion_Paper.pdf

Victorian Government. (2018). Inclusive Language Guide. Retrieved from https://www.vic.gov.au/equality/inclusive-language-guide.html#gender-identity

World Health Organisation. (2018). Gender and health. Retrieved from http://www.who.int/en/news-room/fact-sheets/detail/gender

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"The primary objective of Transgender Victoria (TGV) is to achieve justice, equity and quality health and community service provision for trans and gender diverse (TGD) people, their partners, families and friends." (Transgender Victoria, 2018). TGV has an abundance of resources on the website that can be used to inform both staff and students in the school community (Transgender Victoria, 2018).

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Transgender Victoria (TGV) aims to achieve justice and equity for trans* people, their partners, families and friends.

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This satirical video from Girls Who Code can be used to start a conversation on gendered careers.

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Why Can't Girls Code (Girl's Who Code PSA)