Gender variance and educational psychology: implications for practice

Abstract

The area of gender variance appears to be more visible in both the media and everyday life. Within educational psychology literature gender variance remains underrepresented. The positioning of educational psychologists working across the three levels of child and family, school or establishment and education authority/council, means that they are well placed to support knowledge, understanding and practice in this area. The literature highlights the importance of the terminology around gender variance, the differing representations of gender variance and the potential impact upon young people. Three practice examples demonstrate potential roles for educational psychologists and together with the literature highlight possible implications for educational psychology practice.

Keywords:

• Gender variance
• transgender
• educational psychology practice
• schools
• young people

Acknowledgements

The author would like to thank the young people, their families and the schools involved in this work. Acknowledgement is also due to colleagues, particularly Shiona Alexander for recognition and encouragement.