# data[].attributes.headline
The National Safe Schools Framework (2010)

# data[].attributes.subject
The National Safe Schools Framework (2010)

# data[].attributes.body
The National Safe Schools framework is based on the belief that "All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing".

REFERENCE
Australian Government Department of Education & Training (2010) The National Safe Schools Framework. Retrieved from https://www.education.gov.au/national-safe-schools-framework-0

# data[].attributes.headline
Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools.

# data[].attributes.subject
Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools.

# data[].attributes.body
Kate Drury, William M. Bukowski, Ana M. Velásquez and Luz Stella-Lopez (2013) conducted a study into the pressure to adhere by gender norms and conventions in both single-sex and mixed-sex school contexts. The research was based off of self reports from the female students, asking them to recall when and where their gender identity had been victim to negative attitudes or actions. Although one of the findings was that females often felt more victimised in mixed-sex settings, it is not because of their gender identity, and in fact, students felt "less pressured" to act like a "typical girl" (Drury et al., 2013, p.450). This is further supported by the students at the single-sex girl school who wrote that they did not feel comfortable expressing who they were, as they felt as though there were strict social guidelines they had to follow in order to fulfil their duty in the school.

This research suggests that single-sexed schools are pressuring students to conform to the 'typical.' These expectations that are placed on students can often lead to students becoming withdrawn and feeling unaccepted. By doing this, schools are neglecting the needs of the students, which can produce undesirable and dangerous behaviours ranging from work productivity to severe physical and mental health issues.

# data[].attributes.headline
Peer Reviewed: The Importance of Being a "Lady"

# data[].attributes.subject
Peer Reviewed: The Importance of Being a "Lady"

# data[].attributes.body
Published in the Journal of Gender and Education in 2009, Alexandra Jane Allan explored common values placed on girls in single-sex schools. Pressured to present themselves as "hyper-feminine and heterosexual girly girls," Allan (1009, p. 155) uncovered that the students felt as though there were two avenues: the proper and the improper. Although labelled as "girl power" the avenue that schools often championed halted expression and free identity, instead it was something that perpetrated "heteronormative femininity" (Allan, 2009, p. 156).

Although we cannot say that the values at single-sex girl schools are geared towards forcing students to conform to gender norms and ideals, it is worth noting that the people at the centre of this, the students, often feel this way. Taking an active stance against pigeonholing, especially young people must be a priority in schools, increasing not only the sense of belonging that students (and people in general) so often need, but also in an attempt to value student wellbeing in the form of expression and acceptance.

Allan, A. J. (2009). The importance of being a ‘lady’: hyper‐femininity and heterosexuality in the private, single‐sex primary school. Gender and Education, 21(2), 145-158.

# data[].attributes.headline
Promoting gender equity in the classroom

# data[].attributes.subject
Promoting gender equity in the classroom

# data[].attributes.body
As a teacher, you have the opportunity to create a safe and equal classroom. How do you do it? Have a look at some strategies that will improve your classroom

# data[].attributes.attachment_link.readable_text
While we're all exposed to gender stereotypes, young people are particularly susceptible to them when forming an understanding of their place in society and their potential. The classroom is an ideal environment to raise their awareness of these stereotypes and encourage critical analysis in students so they're equipped to come to their own informed conclusions.

Inspiring young people to question gender stereotypes enables them to make informed choices about their futures and broaden their opportunities. As a teacher, you are in a position to call out examples of gender stereotyping and encourage students to question and dispute them. This might be through highlighting examples in teaching materials or through calling out students' comments and behaviour.

Although you might not be making decisions about what texts and materials are on the syllabus, you do have the opportunity to ask students to question gendered examples within those materials. Suggest students consider the types of texts that are authored by women versus men, to analyse the roles men versus women fill in texts' examples or fictional characters. Maths or sociology classes can provide an opportunity to look at Australian statistics in areas such as gender pay gaps, or gender-bias in careers and employment.

If you hear sexist comments from students, such as "you kick like a girl", "man up" or "get back in the kitchen" it's important to discuss what these phrases mean and their consequences. Many students will use this language without intending to insult, so it's important to prompt them to think about the underlying message and the impact their comments have, as opposed to simply reprimanding or 'banning' such talk.
What can I do to promote gender equity and challenge stereotypes?

Challenge traditional male and female stereotypes when giving examples to students, e.g. 'a female soldier' or 'a male nurse'.

When you do see/hear examples of gender stereotypes use them as an opportunity for 'teachable moments' and ask students to discuss what they mean and why they use them.

Aim to use gender neutral language (e.g. it, their, they).

Avoid statements that generalise, 'girls tend to...' or 'boys are more...'

Don't limit what you ask your students to do, e.g. ask female students to carry sports equipment

Consider the way you interact with students and avoid being, for example, 'blokey' with boys or 'gentle' with girls. Instead, interact in the way you'd expect them to in the real world.

Actively encourage students to engage in activities that might sit outside their gender's comfort-zones (e.g. sports, dance, drama etc.)

Take note of how often you draw on either males or females to answer different types of questions and make an effort to rectify any inequity

Encourage mixed gender group work and seating arrangements

Use examples of gender inequity to inform your lesson, e.g. looking at statistics on the gender pay gap for a maths lesson, or looking at examples of inequity throughout history and how things may or may not have changed

Actively discuss and analyse sexist advertising images and the media's representation of men and women.

Without highlighting that they're not 'acting likes blokes/girls', actively encourage students when they do challenge gender roles.

Use examples of sexism or rigid gender roles currently in the media, news stories, advertising, television or film as prompts for discussion. Ask students for their own experiences with gender stereotypes, and give them our articles on gender for young people to initiate further discussion.

For more information have a look at our other articles on gender for educators. For lesson plan ideas and information on gender and respectful relationships please refer to Unit One: Gender, Respect and Relationships of the Building Respectful Relationships, Stepping Out Against Gender Based Violence resource by the Department of Education and Early Childhood Development.

# data[].attributes.attachment_link.title
Promoting gender equity in the classroom

# data[].attributes.attachment_link.description
While we're all exposed to gender stereotypes, young people are particularly susceptible to them when forming an understanding of their place in society and their potential. The classroom is an ideal environment to raise their awareness of these stereotypes and encourage critical analysis in students so they're equipped to come to their own informed conclusions.

# data[].attributes.body
Have a look at some of these common, yet often overlooked behaviours. Do they seem familiar?

# data[].attributes.attachment_link.readable_text
While gender stereotypes don't determine what women and men are capable of, they do heavily influence what people think women and men are capable of - particularly young people.

When we don't live up to stereotypes, or exhibit traits outside traditional gender roles, negative labels are often used. For example, an assertive female might be labelled as a 'bossy, manipulative drama queen', while an assertive male is described as 'possessing strong leadership qualities'.

Some gendered stereotypes include:

Men and boys are aggressive, good at sport, 'providers' and strong leaders.

Women and girls are nurturing, caring, home-makers, uncoordinated and weak.

When students see adults in their life, including teachers, modelling equitable and respectful behaviours, the messages they're formally 'taught' about these things in the classroom are more likely to stay with them. As educators, you have an incredible opportunity to inspire young people to explore their potential without feeling confined or discouraged by damaging and outdated ideas of gender.

Identifying how gender stereotypes are reinforced in the classroom
As adults, our learned behaviours can reinforce stereotypes through our actions and language, even accidentally, such as rewarding passive and quiet behaviour in girls with statements such as "She's so lady-like" or "Such a sweet girl." Conversely, when a boy is disruptive, statements such as "That's boys for you - they can't help themselves", can encourage these behaviours and attitudes.

It is also important to consider the resources and materials used in the classroom and identify examples in materials that reinforce gender stereotypes. Examining our use of gendered language, or reviewing examples used in teaching materials where men are the builders, engineers, scientists or lawyers, while females are represented undertaking tasks in the home, as carers, or in 'artistic' or administrative roles.

Again, examples of inequity within the classroom may not at first be obvious to you but they still have an impact on how boys and girls perceive what they are entitled to. Even teachers who assume they're already gender equitable in their teaching methods are often surprised when they consciously track how often and what types of questions or tasks they call on boys versus girls to complete or give feedback on.

Are you reinforcing gender stereotypes in the classroom?
Looking through the statements below might highlight ways you can be inadvertently reinforcing gender stereotypes in the classroom.

I tend to ask male students to answer certain questions (e.g. about sport or maths) and draw on females for other questions (about arts or needing a perspective on how someone may feel)

I will comment on female students' appearance, such as if they have a new haircut, but I am less likely to do this with male students

I inadvertently justify behaviour based on gender, e.g. "boys will be boys" or "girls can be a bit bitchy" even if I don't say this aloud to the students.

I'm more likely to ask male students for help if I need something physical done (e.g. moving a table or carrying sports equipment)

I treat female and male students differently when they misbehave (I am less surprised by boys misbehaving, and expect better behaviour from girls)

I encourage boys to undertake more physical activities, sports, etc.

I encourage girls to read, draw or other undertake 'quieter' activities

I use different language when addressing male and female students, e.g. 'mate' or 'buddy' versus 'missy' or 'young lady'.

I congratulate male and female students for different things, e.g. sporting achievements for boys, and creative achievements or physical appearance for girls.

Read our other articles on gender for educators, and look through our articles on gender for young people for useful reading resources to give students. For more on these issues you may wish to take a look at the Building Respectful Relationships, Stepping Out Against Gender Based Violence resource.

# data[].attributes.attachment_link.description
While gender stereotypes don't determine what women and men are capable of, they do heavily influence what people think women and men are capable of - particularly young people. When we don't live up to stereotypes, or exhibit traits outside traditional gender roles, negative labels are often used.

# data[].attributes.body
When discussing issues of gender and identity with teens it is vital that mental health considerations are taken into account. Headspace offers assistance specifically tailored to teens and is therefore an excellent support to provide students.

# data[].attributes.attachment_link.title
headspace National Youth Mental Health Foundation

# data[].attributes.attachment_link.description
You can get support for your mental health by creating a headspace account. Here, you can access group chats, online communities, and 1:1 direct support with eheadspace professionals.

# data[].attributes.body
This resource is a documentary-style video that interviews two transgender girls on their gender identity and transition. This resource would be beneficial to show students as it creates a platform for discussion in the classroom.

# data[].attributes.body
This podcast helps to unpack the issues and terminology around gender dysphoria through the hosts' personal experiences.

# data[].attributes.headline
Inclusive Practices - What can schools do to ensure all gender identities are included?

# data[].attributes.subject
Inclusive Practices - What can schools do to ensure all gender identities are included?

# data[].attributes.body
The impact of not supporting students with their gender identity in same-sex schools has potential to exclude and cause long-lasting effects on young Australians. It is important for same-sex schools to be inclusive of gender issues and acknowledge the outdated concept that gender is binary. There is a need to support and educate that gender is a state of mind and can be fluid, despite being in a school environment that promotes itself on the education of only one sex.

According to the literature explored in this resource, the issues surrounding gender identity in schools is detrimental to student health and expression. Durry, Bukowski, Velasquez & Stella-Lopez (2013), look at gender conformity in single-sex schools as a serious issue. Davidson (1996) emphasises that gender conflict concerns many young people and that single-sex schools are at risk of perpetuating gender stereotypes if inclusive education on gender isn’t seriously addressed. The literature on gender inclusivity are all based on the principle of Maslow’s hierarchy of needs. That every child has the right to feel safe, this must be met first.

The Victorian curriculum initiative 'Respectful Relationships’ has been introduced to educate against gender stereotypes. It is Important for students to be educated in gender literacy, teaching inclusive language and correct terminology. This resource includes documents on: the rights of students’ gender identity under the Equal Opportunity act, policies within same-sex schools and peer reviewed literature on issues facing transgender students in same-sex school systems. As well as posters, support networks, personal stories and tools on inclusive pronouns and terminology.

# data[].attributes.attachment_link.description
Gender is not uniform is a campaign to support gender diverse students.

# data[].attributes.attachment_link.readable_text
Pronouns are basically words used to refer to a person other than their name. When a trans person comes out they may have new pronouns they want to useMost people have preferred pronouns. Whether they use
Gendered Pronouns
She and Gender Neutral Pronouns
They, Xe and Preferred Pronouns
she, he, they, or xe, or anything else can depend that person's gender identity.

For example it's common for genderqueer people to prefer they, xe, or other gender neutral pronouns.

Similarly a female or male identifying person might prefer her or he pronouns respectively.

Ey are a few common gender neutral pronouns. They're basically pronouns that don't imply 'male' or 'female'. Neutral pronouns are typically used by genderqueer and non-binary identifying people.

There are lots of other gender neutral pronouns. They can take a bit of getting used to, but it's important to use the right ones. If you're not sure, politely ask!

He are gendered pronouns. She is typically used by Female identifying people, similarly He is typically used by Male identifying people.

Both of these are sometimes used by people who don't identify as male or female.

They, She and He are all examples of common pronouns.

There are lots of reasons it's important to use the correct pronouns a person prefers, but the simple answer is it can make a person feel pretty shit when you use the wrong ones.different pronouns to what you might expect, they've probably thought long and hard about which ones and why.is a term used to describe accidentally or intentionally using This is probably the biggest mistake you can make. Why they're important

Misgendering incorrect pronouns about or towards a person, essentially using any pronouns than the ones a person asks people to use. Genitals ≠ Gender

It's an easy assumption to make accidentally, but genitals and bodies in general don't reflect about a person's pronouns or gender.

Above all else, don't try to argue this with a person. Even if you personally disagree, a person who's asking you to use new pronouns more than likely already has their mind made up, and will probably also feel pretty hurt.

Basically, what's more important? Someone's anatomy, or their happiness?

It's not always easy to come out and tell people you're trans* or prefer a new set of pronouns, so using the right ones really is a big deal and a pretty awesome thing.

If someone uses

Yes, stuffing up is pretty bad, but it does happen. Using new pronouns for a person can take some getting used to.

Some can sound pretty strange, and changing the words you use in general can be harder than expected.

Slipping up can feel pretty awkward or even make you feel guilty, but it's really important not to snap or take it out on the person you're talking about or to.

You might not pick it up instantly, and it's important to try hard on this, but if you do slip don't snap over it, just keep trying your best and you'll get the hang of it with time.

It's important not to freak out, or get mad at the person if you're struggling to use new pronouns. If you stuff up, the best approach is usually a quick correction and apology.

What you can do!

Practice, practice, practice! Now that you've got the basics, start trying to use the correct pronouns where possible.

Remember to always ask people what they prefer. Some people still might not openly use their new pronouns around everyone, like certain family members or friends, so check in and make sure not to 'out' anyone.

Having good, supportive, understanding people around is huge for any young trans person figuring themselves out. By being there for your friends, you're making a big difference.

We've built a web app designed to show you different and less common pronouns, and how to practice using them!

# data[].attributes.attachment_link.description
Pronouns are basically words used to refer to a person other than their name. When a trans person comes out they may have new pronouns they want to useMost people have preferred pronouns. Whether they use Gendered Pronouns She and Gender Neutral Pronouns They, Xe and Preferred Pronouns she, he, they, or xe, or anything else can depend that person's gender identity.

# data[].attributes.attachment_link.readable_text
Discrimination on the basis of sexual orientation or gender identity is prohibited under law. The Equal Opportunity Act 1995 (Vic) makes it is unlawful for a school to:
* discriminate against a student on the basis of sexual orientation and gender identity in any way
* fail to take reasonable precautions to prevent staff or students from discriminating or harrassing others.

DISCRIMINATION
Discrimination can be direct or indirect. Direct discrimination occurs when a student is treated less equally compared to other students because of their sexual or gender identity. Indirect discrimination occurs when a school imposes a requirement, rule or practice:
* that a student with specified attributes cannot comply with;
* that a higher proportion of students without the specified attributes can comply with;
* that is not reasonable having regard to the circumstances of the case. Discrimination is not allowed, even if your school discriminates unintentionally.

Examples of discrimination include, not allowing a student to stay overnight at a school camp, not being allowed to start a school club, even when following school rules, or expelling a student on the basis of the their sexual or gender identity.

HARRASSMENT
It's also a school's responsibility to ensure that you are safe from harrassment, such as students or teachers making negative jokes, threats, or offensive remarks based on someone's sexual or gender identity.

REPORTING YOUR SCHOOL
A person who believes they have been victim of unlawful discrimination may lodge a written complaint with the Victorian Equal Opportunity and Human Rights Commission. Once a complaint is lodged, the matter will:
* be investigated by the Victorian Equal Opportunity and Human Rights Commission.
* (if unresolved), go to a more formal hearing process before the Victorian Civil and Administrative Tribunal.
If a school is found liable for unlawful discrimination, it may be ordered to:
* refrain from committing any further discrimination and/or
* pay the affected student compensation, or do a specific act to address the loss, such as make a public apology.

You can find out more information about your legal rights at humanrightscommission.vic.gov.au

# data[].attributes.attachment_link.description
Discrimination on the basis of sexual orientation or gender identity is prohibited under law. The Equal Opportunity Act 1995 (Vic) makes it is unlawful for a school to:* discriminate against a student on the basis of sexual orientation and gender identity in any way* fail to take reasonable precautions to prevent staff or students from discriminating or harrassing others.

# data[].attributes.body
A comprehensive list of resources and support networks for young transgender people.

# data[].attributes.attachment_link.description
Transgender Victoria (TGV) aims to achieve justice and equity for trans* people, their partners, families and friends.

# data[].attributes.body
These resources are designed for teenagers and young people and are great to share with students who might need support, or to support classroom discussion.

# data[].attributes.attachment_link.description
It's important to find someone you trust to confide in to support you throughout your journey. This might be your general practitioner (GP) and/ or other health professionals experienced in working with gender diverse young people. While headspace may not be able to help with some gender identity concerns around gender transition, such as hormone therapy, we can refer you to specialists who can.

# data[].attributes.body
These resources can be used for self-directed professional development and to better understand gender diverse students.

# data[].attributes.headline
Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools.

# data[].attributes.subject
Peer-Reviewed: Gender conformity and identity in both single-sex and mixed-sex schools.

# data[].attributes.body
Kate Drury, William M. Bukowski, Ana M. Velásquez and Luz Stella-Lopez (2013) conducted a study into the pressure to adhere to gender norms and conventions in both single-sex and mixed-sex school contexts. The research was based on self-reports from the female students, asking them to recall when and where their gender identity had been victim to negative attitudes or actions. Although one of the findings was that females often felt more victimised in mixed-sex settings, it is not because of their gender identity, and in fact, students felt "less pressured" to act like a "typical girl" (Drury et al., 2013, p.450). This is further supported by the students at the single-sex girl school who wrote that they did not feel comfortable expressing who they were, as they felt as though there were strict social guidelines they had to follow in order to fulfil their duty in the school.

This research suggests that single-sexed schools are pressuring students to conform to the 'typical.' These expectations that are placed on students can often lead to students becoming withdrawn and feeling unaccepted. By doing this, schools are neglecting the needs of the students, which can produce undesirable and dangerous behaviours ranging from work productivity to severe physical and mental health issues.

Drury, K., Bukowski, W. M., Velásquez, A. M., & Stella-Lopez, L. (2013). Victimization and gender identity in single-sex and mixed-sex schools: Examining contextual variations in pressure to conform to gender norms. Sex Roles, 69(7-8), 442-454.

# data[].attributes.headline
Book: Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools

# data[].attributes.subject
Book: Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools

# data[].attributes.body
Pre-1999 a significant proportion of peer-reviewed literature uses the term gender to refer to students sex (i.e. male or female). Davidson (1996) witnessed ostracism caused by gender differences in schools and stated that though individual interactions were challenged "their idealogical underpinnings of gender identity and conflictual gender relations went largely unremarked" (Davidson, 1996 p.6). Though today we understand gender to be a fluid state of being, rather than a fixed entity, gender identity remains a concern for many young people. Adolescents enrolled in single-sex schools may be put at greater risk of gender identity issues as "there is evidence that sex-segregation increases gender stereotyping" (Halpern et al., 2007 p.1).

Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707.

Davidson, A. L. (1996). Making and molding identity in schools: Student narratives on race, gender, and academic engagement. Suny Press.

# data[].attributes.headline
Web article: Single-sex schools and stereotyping 

# data[].attributes.subject
Web article: Single-sex schools and stereotyping 

# data[].attributes.body
This article suggests that single-sex schools may inadvertently reinforce gender stereotypes by adapting teaching styles to suit the 'needs' of the sexes. This practice may create an environment that is not conducive to gender diversity in single-sex schools.

Krings, M. (2014). Study: SIngle-gender schools may lead to stereotyping. Retrieved from https://news.ku.edu/2014/09/16/study-shows-single-gender-schools-based-idea-differences-boys-girls-brains-may-lead

# data[].attributes.headline
Web article: What do transgender students mean for single-sex schools?

# data[].attributes.subject
Web article: What do transgender students mean for single-sex schools?

# data[].attributes.body
A student from Cranbrook School (an all-boys school in Sydney) was allowed to complete their VCE studies during their transition from male to female. The school actively supported this process by providing the student with help/assistance via consultation hours with a gender identity counsellor. The spokeswoman for Cranbrook School explained that “schools should have an environment not just of tolerance but of celebrating difference” (Henebery, 2017).

Henebery, B. (2017, February 27). What do transgender students mean for single-sex schools?. The Educator, retrieved from http://www.educatoronline.com.au/news/what-do-transgender-students-mean-for-singlesex-schools-231816.aspx.

# data[].attributes.body
This is a short video outlining the differences between sex and gender identity. This may help you form a better understanding of the purpose, importance and strategies for this topic.

# data[].attributes.body
The Equal Opportunity Act is often referenced in relation to anti-bullying/discrimination policies by schools. Its objectives are to encourage the identification and elimination of discrimination, sexual harassment and victimisation and their causes, and to promote and facilitate the progressive realisation of equality.

REFERENCE
Victorian Equal Opportunity & Human Rights Commission (2010). Equal Opportunity Act. Retrieved from, https://www.humanrightscommission.vic.gov.au/home/our-resources-and-publications/brochures/item/105-equal-opportunity-act-2010-quick-guide-jul-2011

# data[].attributes.body
Policies - at national, state and school levels - reinforce the necessity for inclusive practices that cater to all gender identities.

# data[].attributes.headline
Ivanhoe Girls' Grammar School - Gender Diversity Policy

# data[].attributes.subject
Ivanhoe Girls' Grammar School - Gender Diversity Policy

# data[].attributes.body
This school is an example of an all-girls school opting for inclusive practice.  Ivanhoe Girls' has several transgender students (female to male) who have transitioned during their time there.  The school responded by devising a Student Gender Diversity Policy, adding unisex options to the uniform (pants that can be worn by all students, regardless of gender identity), and encouraging staff to use non-gendered language ("ie. hello students" as opposed to "hello girls").

# data[].attributes.headline
Web article: Single-sex schools in transition as transgender students gain acceptance

# data[].attributes.subject
Web article: Single-sex schools in transition as transgender students gain acceptance

# data[].attributes.body
Jeremy Beach was a transgender student at Avila College (an all girls catholic school) in Mount Waverley. An important inclusive practice that was implemented at this school was the acceptance of Jeremy’s short hairstyle, and his desire to wear pants/short (instead of a skirt/dress). However, not all were fully supportive of his transition, with one teacher warning him that other students would “look at him funnily” (Cook, 2016). Despite this disapproval, Jeremy found support from another teacher, who sent him a link (via email) to a documentary about Lieutenant Colonel Cate McGregor, who came out as a woman. The video explained their point of view and the experiences/challenges they had to endure as part of the transition process in a single sex school. This shows Jeremy that he is not alone, and that others understand what he is/was going through.

Cook, H. (2016, May 28). Single-sex schools in transition as transgender students gain acceptance. The Age, retrieved from http://www.theage.com.au/victoria/singlesex-schools-in-transition-as-transgender-students-gain-acceptance-20160527-gp5nkw.html.

# data[].attributes.headline
Web article: Oliver one of growing number of transgender children at single-sex schools

# data[].attributes.subject
Web article: Oliver one of growing number of transgender children at single-sex schools

# data[].attributes.body
Oliver Robertson was a transgender student at Mentone Girls’ Secondary School. Mentone Girls Secondary College, along with Ivanhoe Girls’ Grammar and Avila College, have shown great support for the growing number of transgender students in their single-sex schools. Some teaching strategies that Mentone Girls’ Secondary College put in place to ease the transition process were:

·Allowing Oliver and other transgender students to wear shorts/pants instead of skirts.

·Implementing a non-gendered toilet.

·Implementation of ‘gender   words’ (eg. Instead of walking in and saying, “good morning girls” teachers began to say, “good morning class”) (Hore, 2017).

Through the implementation of these inclusive practices, transgender students can feel comfortable transitioning within an educational setting.

Hore, M. (2017, June 30). Oliver one of growing number of transgender children at single-sex schools. Herald Sun, retrieved from http://www.heraldsun.com.au/news/victoria/oliver-one-of-growing-number-of-transgender-children-at-singlesex-schools/news-story/12afddace60bccd41061de94713adb62.

# data[].attributes.headline
Research literature - What is the issue and why is it important?

# data[].attributes.subject
Research literature - What is the issue and why is it important?

# data[].attributes.body
The changing landscape of gender identity in Australian schools asks teachers to consider inclusive strategies. In single-sex schools, gender identity has the potential to become a greater 'issue' than in co-educational spaces.

# data[].attributes.headline
What might the school need to do to be inclusive of all gender identities?

# data[].attributes.subject
What might the school need to do to be inclusive of all gender identities?

# data[].attributes.body
Questions educators may need to address are:
- How do we address the topic of transitioning students in our schools?
- How do we discuss sex education, biology and gender?
- Does the school require new policies? New uniforms? New bathroom facilities?
- Does the school need to amend their bullying policy?
- What happens if the staff are resistant to transitioning students?
- What happens if students present one way at home, and another way at school?
- What if their transition poses a risk to their health?  What role does mandatory reporting play?
- What support systems are required for transitioning students (physical and mental health)?
- How do we begin a dialogue with students?

# data[].attributes.headline
Peer Reviewed: Gender-Inclusive Classroom Strategies 

# data[].attributes.subject
Peer Reviewed: Gender-Inclusive Classroom Strategies 

# data[].attributes.body
Lesley H. Parker and Léonie J. Rennie (2002) researched Australian schools who had attempted to implement more gender-inclusive strategies and instruction into their culture and classrooms. They uncovered, that teachers often found it easier to introduce such practices in single-sex schools and from this, were able to learn more about themselves, and the individual differences and needs of their students. So how, according to Parker and Rennie (2002), do we create a safe and inclusive environment in our classrooms?

1. Communication: School and teachers need to ensure a clear line of communication is readily available for all students, at all times. Students need to be made aware of where they can go, and who they can talk to, whether that be for a friendly check-in, or a more open and honest talk. Although this may seem straightforward, it is clear through the research we have explored in schools, students often feel as though they are unable to express themselves and because of this, feel alone in school.

2. Harassment-free discussions and participation. Schools and classrooms need to stand by the notion that not only is every student and being equal but also that any form of harassment will not be tolerated.  Aimed at both the students and the teachers, in order to be gender-inclusive in the classroom, one must be gender-inclusive themselves. Students who feel as though they are being treated differently because of the way the present, or identify with, need a safe space. If the place where they spend most of their week is compromised because of harassment, the wellbeing of the students will suffer. Ways to do this include: promoting gender-inclusive clubs or programs at the school or partaking in whole school initiatives, like compulsory classes, promoting inclusive student behaviour. Although these are valid ideas, we believe that an even stronger practice would be to implement a zero-tolerance policy in regards to the harassment that gender-identity issues often create.

3. Allow assessments and classwork to be open-ended. Ensuring that the work done in class does not confine students to gender stereotypes is another way to be inclusive. If schools steer males toward 'hands-on,' action-filled activities, and females into presenting and writing posters they are restricting the learning of students. Schools need to ensure that teachers are being flexible in allowing students to demonstrate their understanding of the content in multiple ways. This can be easily done in the classroom as tasks can be differentiated to student needs, having different stations in the classroom where all students are welcomed to participate.

4. Regular professional development for teachers. Parker and Rennie's (2002) strategies extend beyond the classroom and include continuous professional development for teachers. Staff faculty members having meetings on a regular basis will allow the school to be aware of the progress they are making and any issues that are arising. By having a space where staff can voice concerns, achievements and anecdotes about their classrooms with regards to gender-inclusivity; there can be a critical evaluation of the strategies put in place to ensure that actions are relevant and successful.

These strategies are easy to implement in the classroom and in schools. By making communication accessible, enacting a harassment policy, working with student needs and implementing inclusive-specific professional development days, the school will become a safer place for students who often feel the need to hide their true selves.

Parker, L. H., & Rennie, L. J. (2002). Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International journal of science education, 24(9), 881-897.