In order for children to cope with gender change in school, it is important to educate and sensitize teachers and children in order to accept students as they are, regardless of gender diversity or sexuality. It is also important to create an atmosphere within the school in which children can openly think and talk about sexuality and gender identity.

It is necessary to provide support to students who have peer problems, and it is also necessary for professors to talk openly with students about transgenderism, the importance of acceptance and equality and diversity, in order to prevent rejection and make it easier for a transgender child at the school-wide level. Multiple regression analyses revealed the significant predictive impact of teachers’ positivity on gender diverse students’ sense of connection to their school environment, highlighting the need for educators to be knowledgeable and affirming of gender diversity (Ullman, J.; 2019).

As a parent, familiarize yourself with your child’s school’s policies and procedures regarding name and gender changes. Schools may have specific protocols for updating student records and documentation. If they don’t have them, you can advocate that idea and thus show your support. 

it is important to create a climate for the implementation of inclusive policies that expressly prohibit discrimination based on gender identity and expression. One of the steps is the inclusion of teaching staff, parents and students in education about LGBTQ+ equality.

You can expand your knowledge by reading the following scientific articles:

Ullman, J. (2019). Teacher positivity towards gender diversity: Exploring relationships and school outcomes for transgender and gender-diverse students. In Gender and Sexuality in Education and Health (pp. 42-55). Routledge.

Omercajic, K., & Martino, W. (2020). Supporting transgender inclusion and gender diversity in schools: A critical policy analysis. Frontiers in Sociology, 5, 27.

Bower-Brown, S., Zadeh, S., & Jadva, V. (2023). Binary-trans, non-binary and gender-questioning adolescents’ experiences in UK schools. Journal of LGBT Youth, 20(1), 74-92.