Category Archives: Gender

‘A Professional Obligation’ Exploring Current Practices of Educational Psychologists with gender diverse children and young people in the UK (2025)

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Authors: Gracie New-Brown, Sarah Wright and Cora Sargeant
Published: 2025
Publication: Educational and Child Psychology

Aims: The current study aimed to answer three research questions exploring what EP and trainee EPs (TEPs) are doing in their work with gender diverse CYP, what informs their practice, and what should be included in guidance moving forwards to support their practice. Method/Rationale: Educational psychologists (EPs) are ideally situated to support schools and school staff in their work with gender diverse children and young people but lack professional guidance informing this work, risking a diversity of approaches. Using a vignette as part of an online survey, the current study aimed to explore what EP and trainee EPs (TEPs) are doing in their work with gender diverse CYP, what informs their practice, and what should be included in guidance moving forwards to support their practice. Findings: Qualitative data from 75 EP/TEPs, were analysed using thematic analysis. The themes highlighted the large disparities in current EP practice with gender diverse CYP and the sense of uncertainty many have in this work, though their actions were informed by similar ideas such as psychology, research, and legislation. Limitations: The use of a vignette and self-selection inherent in a broad survey of this nature might have yielded a somewhat unrepresentative sample of EPs. Conclusions: The current study emphasises the considerable variation in practices adopted by EPs when working with gender diverse CYP and amplifies calls for professional guidance for EPs working with this community.

New-Brown, G., Wright, S., & Sargeant, C. (2025). ‘A professional obligation’: Exploring current practices of educational psychologists with gender diverse children and young people in the UK. Educational and Child Psychology, 42(1): 29-45. https://explore.bps.org.uk/content/bpsecp/42/1/29

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Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings (2023)

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Authors: Gracie New-Brown, Cora Sargeant and Sarah Wright
Published: 2023
Publication: International Journal of Transgender Health

Purpose. This review aimed to explore and synthesize the perspectives and experiences of school-based psychological professionals providing support to gender diverse CYP across the world, to foreground the voices of those with relevant experience and support future practice. Methods. A systematic review of five databases (PsychINFO, CINAHL, ERIC, SCOPUS and PROQUEST dissertations and theses) was performed between September and November 2022. Articles were included if they contained qualitative, primary research data representing the voice of at least one school-based psychological professional with experience working with gender diverse children and young people. Articles were excluded if they did not contain primary research data, were quantitative, related to non-school based psychologists or focussed on participant views in the absence of direct experience working with gender diverse pupils. Articles were thematically summarized and organized into a data extraction table. Results. Eighteen studies were identified for review, including 11 studies based in the USA, five in the UK, one in Australia and one in Cyprus. The voices of school-based professionals, including school counselors, school psychologists, trainee and qualified educational psychologists, were represented. The themes created highlighted the importance of the environment in which psychologists were working, the reliance on their own views and values to guide their work in the absence of clear guidance, the role psychologists saw they had to advocate for gender diverse CYP, as well as barriers and systems they were fighting against. Conclusion. The review highlighted the need for psychologists to advocate for gender diverse children and young people, in an often non-inclusive environment where there was a need to work systemically with schools. Future research is needed to explore young people’s experiences of the support that they are receiving and would like to receive.

New-Brown, G., Sargeant, C., & Wright, S. (2023). Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings. International Journal of Transgender Health, 25(1), 102–122. https://doi.org/10.1080/26895269.2023.2291712

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What do measures of gender identity tell us about gender identity over time? (2024)

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Authors: Ellena Fisher, Sarah Wright and Cora Sargeant
Published: 2024
Publication: British Journal of Developmental Psychology

Gender identity is a multifaceted concept and is represented by a wide range of measures and constructs including both self-report and researcher observations of preferences and behaviours. However, despite their similar theoretical underpinning, gender identity measures are rarely found to correlate with one another, and contrasting patterns and trajectories are often found for each construct (Egan & Perry, Developmental Psychology, 37, 2001, 451). Therefore, this systematic review aimed to present a review of the longitudinal research evidence surrounding gender identity development in the absence of formal intervention. Using a systematic search strategy, 21 studies were identified. Narrative synthesis was used to synthesize the data collected in these studies and trajectories were explored for (1) self-identification measures of gender identity, (2) clothing preferences, (3) peer preferences, and (4) object/activity preferences. Overall, the results of this systematic review are consistent with wider research suggesting that distinct developmental patterns can be observed when using different constructs and measures of gender identity.

Fisher, E., Wright, S., & Sargeant, C. (2024) What do measures of gender identity tell us about gender identity over time? British Journal of Developmental Psychology, https://doi.org/10.1111/bjdp.12491

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Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023)

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Authors: Eleanor Beck, Cora Sargeant and Sarah Wright
Published: 2023
Publication: International Journal of Gender, Science and Technology

There is an underrepresentation of women working in Science, Technology, Engineering and Mathematics (STEM) industries. Initiatives to encourage greater diversity in STEM have been less successful in computer science. This research investigates whether identification with gender stereotypes (defined as the extent to which one identifies with stereotypical masculine or feminine traits) and other factors predict enrolment interest in computer science and whether stereotypical cues impact on these relationships. British secondary school students were shown either a stereotypical or a non-stereotypical computer science classroom and completed measures assessing their identification with gender stereotypes, enrolment interest, belonging, stereotype threat, self-efficacy and utility value. Femininity significantly predicted lower enrolment interest and this relationship appeared to be mediated by stereotype threat. This study extends previous research by showing that young peoples’ identification with gender stereotypes predicts enrolment interest to some degree. We highlight the need to challenge persistent stereotypes regarding who best ‘fits’ computer science.

Beck, E., Sargeant, C. & Wright, S. (2023) Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023). International Journal of Gender, Science and Technology, 15(1), 48–71.

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“If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023)

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Authors: Cleo Timney, Sarah Wright, and Cora Sargeant
Published: 2023
Publication: Journal of Homosexuality

Like all young people (YP), those who are gender and sexuality diverse (GSD) spend their youth exploring and discovering their identities; but unlike their peers, they must consider whether, how, and when to disclose their GSD identity to others in a dynamic process of visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety, ultimately seeking belonging as their authentic selves. Our systematic review explored findings from 16 qualitative studies capturing GSD YPs experiences of managing visibility in schools internationally. Data were thematically synthesized, and seven themes were constructed. The process of visibility management is fluid, a negotiation with social norms that GSD YP’s very existence transgresses. YP search for, and through activism actively shape, accepting environments in which they can safely be their authentic selves. GSD YP are actively asking school staff for help in creating open communities where all YP can find a place to belong, to fight to be visible. We offer some suggestions for how we might begin.

Timney, C., Wright, S. & Sargeant, C. (2023) “If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023). Journal of Homosexuality, DOI: 10.1080/00918369.2023.2246616

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