Sutherden, L. and Whewell, E. (2024) To What Extent Are Secondary School Physical Education Teachers Prepared to Teach Trans-Inclusive Physical Education? Birmingham City University Education Journal Magazine. 5(1), pp. 62-67.
- Information
Information
Abstract:
This study aims to examine the extent to which secondary Physical Education (PE) teachers in England are prepared to teach ‘trans-inclusive’ PE. The literature consistently suggests that transgender individuals often encounter difficulties in feeling fully integrated and included within the framework of physical education in schools. This small-scale study used surveys with 18 responses from secondary school physical educators in England. The findings suggest that PE teachers felt they do not have the necessary training and support to make PE inclusive for transgender students. The participants describe a lack clear policies for teaching transgender students and limited support and guidance. The study identifies common challenges PE teachers face when teaching transgender students, including challenges with changing room arrangements, parental involvement, and concerns about other students' questions and understanding. This study recommends standardised guidance, local level policy and training to support PE teachers in feeling more confident, reducing concerns and supporting students.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/gender_equality
Creators:
Sutherden, L. and Whewell, E.
Faculties, Divisions and Institutes:
Date:
17 December 2024
Date Type:
Publication
Page Range:
pp. 62-67
Journal or Publication Title:
Birmingham City University Education Journal Magazine
Volume:
5
Number:
1
Number of Pages:
2850360
Language:
English
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
 |