Gender Questioning
ChildrenNon-statutory guidance for schools andcolleges in England

Draft for consultation

December 2023

Contents
1. Foreword

3

2. About this guidance

4

2.1 Who is this guidance for?

5

3. Overarching principles

6

4. Language and Terminology

7

5. Responding to Requests and Engaging Parents

9

6. Handling Different Information and Requests

12

6.1 Registration of Name and Sex

12

6.2 Changing Names

12

6.3 Pronouns

13

6.4 Single-Sex Spaces

14

6.41 Toilets

14

6.42 Changing Rooms and Showers

14

6.43 Boarding and residential accommodation

15

6.5 Uniform

16

6.6 Physical Education and Sport17

6.7 Single-Sex Schools

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7. Annex: Legal Considerations

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1. Foreword
Schools and colleges are places where children should be given the knowledge, theskills, and the opportunities to succeed in life.
In recent years, we have seen a significant increase in the number of children
questioning the way they feel about being a boy or a girl, including their physicalattributes of sex and the related ways in which they fit into society. This has been linked
to gender identity ideology, the belief that a person can have a ‘gender’ that is different totheir biological sex.
This changing picture has left schools and colleges in a position where they are having tonavigate a highly sensitive, complex issue, which is still not properly understood. We
appreciate how daunting this is for school and college staff and for parents and children
too.
That is why, for the first time, the Department for Education, working closely with theGovernment’s Equality Hub, has worked to produce this guidance to provide clarity forschools and colleges, and reassurance for parents.
Schools are facing requests to take actions such as changing names, uniforms, or using
different facilities to help a child appear more like the opposite sex, with the expectationthat they will be treated as if they are. This is often referred to as social transitioning. This
guidance is based on a set of five general principles that schools and colleges can use toframe their response to such requests:
1. Schools and colleges have statutory duties to safeguard and promote the welfare
of all children.
2. Schools and colleges should be respectful and tolerant places where bullying isnever tolerated.
3. Parents should not be excluded from decisions taken by a school or college
relating to requests for a child to ‘socially transition’.
4. Schools and colleges have specific legal duties that are framed by a child’s
biological sex.
5. There is no general duty to allow a child to ‘social transition’.
The Cass Review is clear that social transition is not a neutral act, and that better
information is needed about the outcomes for children who undertake degrees of socialtransition. This means that schools and colleges should take a cautious approach andthat decisions should never be taken in haste or without the involvement of parents.
Schools and colleges should consider how best to fulfil their safeguarding duties towards
the child who is making such a request and their peers, ensuring that any agreed courseof action is in all of their best interests.There will be some requests for a type of socialtransition that will not be compatible with a schools legal duties, schools must abide bythis.
3

We are now consulting on this guidance and welcome responses from the likes ofparents, teachers, headteachers, pupils and clinicians. Nothing is more important thankeeping children safe and we are grateful to all those who will help us to get this right.

The Rt Hon Gillian Keegan MP
Secretary of State for Education

The Rt Hon Kemi Badenoch MP
Minister for Women and Equalities

42. About this guidanceThis is non-statutory guidance from the Department for Education. Its focus is to provide
practical advice, which we expect schools and colleges to follow to help them makedecisions regarding children who are questioning their gender. Schools and colleges
should make decisions to ensure that everyone is kept safe and treated with respect andunderstanding, within an environment that protects the rights of children fairly.
In making these decisions, schools and colleges must comply with their legal obligations,
including those under the Equality Act 2010, the Human Rights Act 1998, the UK General
Data Protection Regulation (GDPR) and education legislation.

2.1 Who is this guidance for?
This guidance applies to all schools, and is therefore aimed at:
•
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•
•
•
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governing bodies of maintained schools (including schools with a sixth form) andnon-maintained special schools;
trustees or directors of academies and free schools;
proprietors of independent schools (including academies and free schools);
management committees of pupil referral units (PRUs);
teachers, other school staff and school nurses;
headteachers, principals, designated safeguarding leads or SENCOs, and seniorleadership teams;
dioceses and other faith representatives involved in the management andsupervision of schools; andfor reference, relevant local authority staff.

This guidance also applies to institutions within the ‘further education sector’ defined by
the Further and Higher Education Act 1992, comprising:•••further education colleges;
sixth-form colleges;
institutions designated as being within the further education sector by that Act.

These bodies are referred to as ‘colleges’ in this guidance. This guidance does not apply
to Independent Training Providers, including those which provide 16-19 education. 1

Independent Training Providers are not covered by Part 6 of the Equality Act and are service providers
under Part 3, and therefore the relevant law is different.

153. Overarching principles
In recent years, we have seen a significant increase in the number of children
questioning the way they feel about being a boy or a girl, including their physicalattributes of sex and the related ways in which they fit into society. This has been linked
to gender identity ideology, the belief that a person can have a ‘gender’, whether male (or‘man’), female (or ‘woman’), or ‘other’, that is different to their biological sex. This is acontested belief. Many people believe this concept is one that reinforces stereotypes andsocial norms relating to sex.
There are several ways in which parents and children might ask a school or college toaccommodate a child who is questioning their gender. Such accommodation may mean arequest to take actions such as changing names, uniforms, or using different facilities tohelp a child appear more like the opposite sex, with the expectation that they will betreated as if they are. This is often referred to as social transitioning.
This guidance is based on a set of five general principles that schools and colleges canuse to frame their response to such requests.
1.
Schools and colleges have statutory duties to safeguard and promote thewelfare of all children. They should consider how best to fulfil that duty towards thechild who is making such a request and their peers, ensuring that any agreed course ofaction is in all of their best interests. This may or may not be the same as a child’s
wishes. Knowing a child’s sex is critical to schools’ and colleges’ safeguarding duties.
2.
Schools and colleges should be respectful and tolerant places where
bullying is never tolerated. Staff and children should treat each other with compassion
and consideration, in accordance with the ethos of the school or college.
3.
Parents should not be excluded from decisions taken by a school or college
relating to requests for a child to ‘socially transition.’ Where a child requests action
from a school or college in relation to any degree of social transition, schools andcolleges should engage parents as a matter of priority, and encourage the child to speak
to their parents, other than in the exceptionally rare circumstances where involving
parents would constitute a significant risk of harm to the child.
4.
Schools and colleges have specific legal duties that are framed by a child’s
biological sex. While legislation exists that allows adults to go through a process tochange their legal sex, children’s legal sex is always the same as their biological sex.
5.
There is no general duty to allow a child to ‘social transition.’ The Cass
Review’s interim report is clear that social transition is not a neutral act, and that better
information is needed about the outcomes for children who undertake degrees of socialtransition. If a school or college decides to accommodate a request, a cautious approachshould be taken that complies with legal duties. Some forms of social transition will not
be compatible with schools’ and colleges’ statutory responsibilities.
64. Language and Terminology
The language used in this area has evolved over recent years and people use different
ways to describe themselves. In this guidance we have tried to use language and terms
that provide clarity, avoid colloquialisms and capture the range of children’s experiences,from questioning their gender through to gender distress or dysphoria. We have not used
the term transgender to describe children. Under UK law children cannot obtain a Gender
Recognition Certificate and therefore cannot change their legal sex.
For the purposes of this guidance, the terms child and children refer to anyone under
the age of 18. Where there are different requirements for schools and colleges, theguidance refers to children at school and colleges as pupils or students.
In institutions serving post-16 children, pupils and students under the age of 18 mightshare classes with those over the age of 18 (adults). The considerations for colleges will
generally be the same for these individuals as they are for pupils and students under theage of 18.
The term parents refers to any adult with parental or caring responsibilities for a child.
Gender identity: is a contested belief. It is a sense a person may have of their own
gender, whether male, female or another category such as non-binary. This may or may
not be the same as their biological sex. Many people do not consider that they or others
have a gender identity at all.
Gender questioning: is a broad term that might describe children and young people
who are asking questions about their biological sex and perceived gender identity.
Gender distressed or confused: is a way of describing distress or confusion that may
arise from a broad range of experiences connected to a child’s understanding of their
biological sex and associated attributes and behaviours, but where a formal diagnosis ofgender dysphoria has not been made.
Social transition: is a term often used to refer to a process by which people change theirname, pronouns, clothing, or use different facilities from those provided for their biologicalsex. Not all people who go through this process will do so in the same way. Not all
requests made to schools or colleges will comply with legal duties to safeguard children.
Social transitioning is not a neutral act, as it has been recognised that it can haveformative effects on a child’s future development.
Gender incongruence: is a medical diagnostic term for a marked and persistent
incongruence between an individual’s experienced gender identity and their biologicalsex.
Gender dysphoria: is a similar diagnostic term to describe gender incongruence of atleast 6 months’ duration, which is manifested by a number of criteria. The condition is7

associated with clinically significant distress or impairment in social or other important
areas of functioning.
We use the terms ‘must’ and ‘should’ throughout the guidance. We use the term ‘must’when the person in question is legally required to do something in all cases. We use‘should’ when the guidance sets out the Department’s expectation.

85. Responding to Requests and Engaging Parents
Children questioning their gender may make different requests. Schools and colleges
should not proactively initiate action towards a child’s social transition. Action should only
be considered after it has been explicitly requested by the child, and the steps set out
below have been followed, including engaging with parents. There could be instanceswhere children disclose first to their teachers that they may be questioning their gender. If
there is no change being requested, teachers can listen respectfully about a child’s
feelings without automatically alerting parents, but, for safeguarding reasons, cannot
promise confidentiality.If a school or college wishes to accommodate degrees of socialtransition, they are advised to do the following:•

Allow for watchful waiting: Wait for a period of time before considering arequest, to ensure it is a sustained and properly thought through decision. This
period of ‘watchful waiting’ may help to ensure unnecessary action is notundertaken.

•

Make parents aware: If a child requests a change, schools and colleges shouldmake parents aware of the situation and can point them to support outside theschool environment (for example, pastoral or medical support) if they request more
information. The only exception to this is the very rare situation where informing
parents might raise a significant risk of harm to the child.
If, after a period of watchful waiting, the child would still like their request to be
granted, schools and colleges, involving their designated safeguarding lead, areadvised to take into account the following points:o The school or college’s safeguarding obligations: Legal duties will differ
depending on the request. These are outlined in the guidance below.
Where the guidance advises that schools or colleges should adopt a certain
approach, or are able to set clear rules in a particular area, this should
apply in the overwhelming majority of cases and be the starting point for
decision making. However, in some areas, the school or college must be
prepared to depart from the expected approach or from those rules in the
exceptional case where it is necessary to do so to safeguard and promote
the welfare of a child. In doing so, they should note that safeguarding
requires an individual to consider what is in the best interests of the child,
which may not be the same as the child’s wishes. The guidance states
where schools or colleges do not need to consider an exception.
o The view of parents: It is important that the views of the child’s parents
should carry great weight and be properly considered. We would expect
parental consent to be required in the vast majority of cases.
o The age of the child: Age is a factor whenever making a decision of thisnature. Requests from younger children in primary schools should betreated with greater caution. They are more vulnerable as they are less able9

to articulate their feelings and will have a less mature understanding ofcomplicated issues.
o Any relevant clinical information that is available: While neither children
or their parents are obligated to share medical advice with schools andcolleges, where such advice is available, schools and colleges should factor
it into their decision making.
o The seriousness and context of the request: Schools and colleges
should take into consideration whether the child has made similar requests
previously, and whether the child has properly considered the impact of
their requests. As part of testing whether this is a sustained request,
schools and colleges should seek to understand societal or other factorsthat may have in-fluenced the child, for example:

Has the child been influenced by peers or social media?



Does the child feel pressured to identify differently because they
simply do not align with stereotypes associated with their sex? Thisis relevant as some people think gender identity reinforces
stereotypes about men and women.



Whether it may be appropriate for schools and colleges to seek input
from the SENCO or college’s SEND lead.

Is there an interaction with a child’s sexual orientation? Schools andcolleges should note that the Cass Review ‘heard from young
lesbians who felt pressured to identify as transgender male, andconversely transgender males who felt pressured to come out aslesbian rather than transgender’. Where a child discloses that they
are also questioning or exploring their sexual orientation, schools
should make clear that they are under no pressure to reach aparticular outcome. 2

o The long- and short-term impact on the child: We do not yet havedefinitive evidence on the long- and short-term impact of changes onchildren, but the Cass Review’s interim report is clear that it could havesignificant psychological effects on a young person. Schools and colleges
should therefore take a cautious approach.
o The impact on other pupils: Schools and colleges should consider the
impact on other pupils, including any safeguarding concerns. Once schools
and colleges have balanced all the factors above, including the impact on

The Cass Review, Independent review of gender identity services for children and young people: Interim
report.
2

10

the child, they may conclude that the impact on the school and college
community is such that it may not be possible to agree to support a request.
Completing the above steps will not be sufficient to allow a gender questioning childaccess to spaces designated for the other sex, or to sports where it is not safe or fair totake part with the opposite sex. For these matters, schools and colleges should follow theguidance included later in this document.
Following the process for decision making will ensure that all members of staff aresupporting the child in a consistent way. Members of staff should not unilaterally adopt
any changes, including using a new name or new pronouns, unless or until this has been
agreed by the school or college in accordance with the proper procedures and, in thevast majority of cases, parental consent, as set out in this guidance.
If and where any change has been agreed, the school or college should communicate
this to other pupils and staff where it is necessary and proportionate to do so. This should
be done sensitively, without implying contested views around gender identity are fact.
Other pupils, parents and teachers may hold protected religious or other beliefs thatconflict with the decision that the school or college has made, these are legitimate views
that must be respected.

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6. Handling Different Information and Requests
This guidance sets out the different types of requests that could be made and what
schools’ or colleges’ legal duties are in relation to them, as well as where the school orcollege may exercise its discretion.

6.1 Registration of Name and Sex
Every school must know and record the name and sex of every pupil in the admissions
register. Schools must store and process a pupil’s data according to the law. By law,schools and colleges must safeguard and promote the welfare of children for whom they
provide education. It is often necessary to know a child’s sex in protecting them or othersfrom harm. Schools should make sure that all relevant staff are aware of a genderquestioning child’s biological sex. Having the correct information about a child isimportant in the context of schools and colleges fulfilling their safeguarding duties.
For all schools, the information to be contained in a school admissions register isstatutory and is set out in section 434 of the Education Act 1996 and subsequent
regulations. The Education (Pupil Registration) (England) Regulations 2006 set out thatthe school is required to register each pupil’s sex (along with their name, date of birth andother details).
Schools and colleges must record a child’s sex accurately wherever it is recorded. All
those who process others’ personal data have to follow strict rules set by the UK General
Data Protection Regulation (UK GDPR) and the Data Protection Act 2018 (DPA). One ofthe principles of data protection is accuracy. It is not accurate to record a male child asfemale or a female child as male, or to record a male child as a girl or a female child as aboy.

6.2 Changing Names
Schools must record a child’s legal name in the admissions register. They may allow
pupils to change their informal (‘known as’) name if they believe it is in the best interestsof the child to do so. Having fully consulted with the child’s parents, schools and colleges
can allow a child to change the name by which they are known. It is not uncommon forpeople to be known by names other than those on their birth certificate. However, dueconsideration still needs to be given by the school or college to all the relevant factors
described above before making a decision. Where the informal name change is agreed,
the new name should be communicated to the school or college community.

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6.3 Pronouns
Agreeing to a child’s request to have others use different pronouns about them is asignificant decision. Primary school aged children should not have different pronouns totheir sex-based pronouns used about them.
For older children, schools do not need to specify pronouns to be used about each pupiland can decline a request to change a child’s pronouns. Where a school or college
considers a child’s request, they should consult the child’s parents and consider all the
relevant factors as outlined above. Having considered these factors and examined all theevidence, schools and colleges should only agree to a change of pronouns if they are
confident that the benefit to the individual child outweighs the impact on the schoolcommunity. It is expected that there will be very few occasions in which a school orcollege will be able to agree to a change of pronouns. On these rare occasions, noteacher or pupil should be compelled to use these preferred pronouns and it should notprevent teachers from referring to children collectively as ‘girls’ or ‘boys,’ even in thepresence of a child that has been allowed to change their pronouns. Even in the
exceptional case where safeguarding requires a school or college to take an alternative
approach, schools and colleges should exhaust all other options, such as using firstnames, to avoid requiring other individuals having to use preferred pronouns. In these
exceptional cases, schools or colleges should make sure that all relevant staff are awareof a gender questioning child’s biological sex, to fulfil their safeguarding and legal duties.
In all cases, bullying of any child must not be tolerated. No child should be sanctioned forhonest mistakes when adapting to a new way of interacting with another pupil.
Whatever decision is taken with regard to the use of a new name or pronouns, schools
must still include the legal name and sex of the pupil in the admissions register, as
required by the Education (Pupil Registration) Regulations (England) 2006.

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6.4 Single-Sex Spaces
Schools must always protect single-sex spaces with regard to toilets, showers andchanging rooms, as set out below. Responding to a request to support any degree ofsocial transition must not include allowing access to these spaces. As a default, allchildren should use the toilets, showers and changing facilities designated for their
biological sex unless it will cause distress for them to do so. In these instances, schools
and colleges should seek to find alternative arrangements, while continuing to ensure
spaces are single-sex.
The School Premises (England) Regulations 2012 and the Education (Independent
School Standards) Regulations 2014 impose statutory requirements for both maintained
and independent schools to provide sex-separated toilets for pupils aged eight or over(apart from individual toilets in fully enclosed rooms), and suitable changing
accommodation and showers for pupils who are aged 11 years or over at the start of theschool year.

6.41 Toilets
Schools are required to comply with minimum standards, including that separate toilets
for boys and girls aged 8 years and over are to be provided. While colleges are notsubject to the same legal requirements, they should take the same approach given thesame safeguarding considerations apply. Boys must not be allowed to go into the girls’
toilets (and vice versa) in order to protect all children, particularly girls.
If a child does not want to use the toilet designated for their biological sex, and the schoolor college has considered all the relevant factors outlined above, they may wish toconsider whether they can provide or offer the use of an alternative toilet facility. Thisshould be secured from the inside and for use by one child at a time, including for handwashing. These alternative arrangements should not compromise the safety, comfort,
privacy or dignity of the child, or of other pupils.

6.42 Changing Rooms and Showers
Schools have a statutory duty to have suitable washing and changing facilities for pupils
aged 11 years and over. 3 Schools must not allow a child, aged 11 years or older, tochange or wash in front of a child of the opposite sex, nor should they be subject to achild of the opposite sex changing or washing in front of them.
If a child does not want to use the changing rooms and showers designated for their
biological sex, and the school or college has considered all the relevant factors outlined

3

At the beginning of the school year.

14

above, they may wish to consider whether they can provide or offer the use of analternative changing or washing facility, while continuing to ensure spaces are single-sex.
This could mean a facility intended for use by one child at a time that can be secured
from the inside. This alternative facility would not be suitable if access to it were througha changing room being used by the other sex. Schools and colleges could consider
allowing access to facilities at an alternative time.

6.43 Boarding and residential accommodation
In allocating sleeping arrangements such as dormitories, tents or shared rooms forschool trips, each child’s sex is relevant. Schools and colleges must meet theirsafeguarding obligations set out in Keeping Children Safe in Education (KCSIE).
No child should be allowed to share a room with a child of the opposite sex. If a childquestioning their gender does not wish to share a room with another child of the same
sex, where possible, and only after the school has considered relevant factors outlined
above, alternative arrangements should be sought. These alternative arrangements
should not compromise the safety, comfort, privacy or dignity of the child, or of otherpupils, for instance finding a suitable separate room for the pupil.
Schools and colleges should also have regard to the National Minimum Standards forboarding schools, the National Minimum Standards for residential special schools andthe Further Education residential accommodation: national minimum standards, as
appropriate.

15

6.5 Uniform
Schools determine their own uniform rules and should enforce them fairly and equally.
Schools may have different uniform requirements for girls and boys. Some specify which
uniform items are for girls and which are for boys, and similarly some schools havehairstyle rules which differ by sex. A child who is gender questioning should, in general,be held to the same uniform standards as other children of their sex at their school andschools may set clear rules to this effect.
Many schools have a unisex uniform that can be worn by both sexes or offer significant
flexibility, so allowing a child to change their uniform may be relatively easily
accommodated. Schools considering such a request should refer to the Department for
Education’s uniform guidance. Where flexibility does not exist, while schools and colleges
may look at how the child could be accommodated, schools would not be expected todevelop new uniform policies as a result.
Decisions on uniform should only be made following a proper consultation with the child’s
parents, having considered the relevant factors as set out above. When making adecision, schools should consider whether this applies to all elements of the uniform. For
example, schools may agree changes or exceptions to the standard school uniform formost uniform items, but not for swimwear.
Schools will also want to ensure that all relevant staff are aware of any variations in
uniform requirements agreed for a pupil, so that they are consistently applied, and thatchanges are communicated to others where necessary in a respectful way. A child who
wishes to adjust their uniform may simply not wish to conform with expectations related
to their sex. It should not be assumed that such a child is now on a path towards any
transition.

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6.6 Physical Education and Sport
Schools and colleges should provide equal sporting opportunities for girls and boys. For
most children above a certain age, this will usually require offering female-only sporting
activities and competition. Schools and colleges should aim to ensure all children
participate in sport safely and should encourage maximum participation. In particular,
physical activity participation by girls drops in the teenage years – and it is important that
schools and colleges are mindful of any actions that might exacerbate this further.
In general, for early primary age children, a more relaxed approach can be taken to
mixed-sex participation in sports. As children get older, the size, speed and strength ofboys and girls begins to diverge significantly. Schools and colleges that do not provide
separate sports for girls are unlikely to be offering them equal opportunities to boys, andfor some sports they will be putting girls at undue risk of injury if they have to play on
mixed teams.
For all sports where physical differences between the sexes threatens the safety ofchildren, 4 schools and colleges should adopt clear rules which mandate separate-sex
participation. There can be no exception to this. Boys constitute more of a risk to girls
because they are generally stronger, larger and heavier than girls, especially when they
are going through or have been through puberty. It would not be safe for a biological boy
to participate in certain sports as part of a teenage girls’ team. Where sports aredeliberately mixed-sex, such as mixed netball, there should be no cause for concern.
Even for sports where safety is not risked by mixed-sex participation, schools andcolleges should ensure that sports are fair. For competitive sports, schools and colleges
should be aware that without separate sex participation, it is unlikely that they will beoffering equal opportunities to boys and girls.
For non-competitive sport, schools and colleges should continue to prioritise safety.
Where a child requests to participate in PE lessons or sporting competitions that are
intended for the opposite biological sex, schools and colleges should therefore consider:•••

the age of the child making the request;
how safe it would be to allow mixed-sex participation;
how fair it would be to allow mixed-sex participation.

It may be helpful for schools and colleges to consider guidance issued by each sport’s national governing
bodies in reaching decisions on how to conduct their sport safely and fairly.
417

6.7 Single-Sex Schools
A single-sex school is a school that admits, or, for the purposes of the Equality Act, canbe taken to admit, 5 children of one sex.
Single-sex schools can refuse to admit pupils of the other biological sex, regardless ofwhether the child is questioning their gender. A school cannot, however, refuse to admita child of the same biological sex on the basis that they are questioning their gender.
The Equality Act also does not prevent single-sex schools from admitting pupils of the
opposite biological sex if their admission is exceptional, or their numbers arecomparatively small and limited to particular classes or courses. While this decision
should be regardless of whether the child is questioning their gender, if they are, theprocess outlined in this guidance should still apply to that child. This provision does notmean a school has to admit pupils of the other biological sex; nor does such anadmission mean it cannot reject other children of that biological sex.
If those admissions are exceptional or are comparatively small and limited to particularclasses or courses, a school will retain their single sex status within the Act and so will
still benefit from the specific exemption from sex discrimination for single sex schools
under Schedule 11. For example, a boys’ school which lets girls attend for a particular
GCSE course, which is not offered by a school that admits girls, is still regarded as asingle-sex school. The factors, which could underpin whether the admission of a child of
the opposite biological sex could be considered exceptional, will be a matter of fact anddegree and will vary depending on the circumstances of the case.

5

Paragraph 1 of Schedule 11 to the Equality Act provides that a school shall be taken to admit pupils of
one sex only where the admission of pupils of the opposite sex is exceptional or their numbers arecomparatively small, and their admission is confined to particular courses or classes.

18

7. Annex: Legal Considerations
This guidance covers areas that remain untested in the courts. Whilst it is not possible forthe guidance to state a definitive legal position on all areas, the guidance seeks toprovide clear advice to schools and colleges to help inform their decisions. In doing so, it
identifies the factors that schools and colleges should consider when making decisions.
The statutory guidance Keeping children safe in education (KCSIE) sets out the legal
duties that must be followed to safeguard and promote the welfare of all children under
the age of 18 in schools and colleges. 6
Under the Human Rights Act 1998 (HRA) it is unlawful for schools and colleges that are
public authorities (e.g. publicly funded schools, colleges in the further education sector)
to act in a way that is incompatible with Convention rights. Further information (including
on absolute and qualified rights) can be found at The Human Rights Act | Equality and
Human Rights Commission (equalityhumanrights.com).
The Equality Act 2010 applies to all local authority maintained and independent schools,
including academies, maintained and non-maintained special schools, and institutions
within the further education sector.
An equality impact assessment can assist in compliance with the Equality Act and more
specifically the Public Sector Equality Duty (PSED) which is a legal duty under section
149 of the Equality Act. Compliance with the PSED is a legal requirement for statefunded schools, and colleges within the further education sector. PSED places a general
duty on these schools and colleges to have, in the exercise of their functions, due regard
to the need to eliminate unlawful discrimination, harassment and victimisation (and anyother conduct prohibited under the Equality Act). This duty does not apply to independent
schools that are not academies.
More information about direct and indirect discrimination under the Equality Act can befound on the Equality and Human Rights Commission’s website.

6

These duties also apply to high-needs learners up to the age of 25. See KCSIE for further details.

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