Students from ECU Queer Collective.
Alarmingly, almost 50 per cent of trans people have attempted suicide in their lifetime due to experiences of stigma, violence and discrimination.
However, research has shown that providing social support and using their chosen name can drastically reduce depressive symptoms, suicide ideation and suicide behaviour.
In early 2020, Edith Cowan University (ECU) identified the need for a proactive approach to supporting and affirming trans, gender diverse, and non-binary (TGDNB) students, staff, alumni and the wider community.
A new paper published in the Australian and New Zealand Student Services Association Journal reveals the issues and challenges TGDNB students face, and the guidelines ECU developed and implemented to better support them.
The paper was written by Equity Projects Coordinator Stevie Lane and Student Success Officer Casey Thomas, who worked collaboratively with a number of staff and students to ensure a whole-of-university approach was taken to supporting TGDNB students.
Stevie highlighted the importance of focusing specifically on the unique experiences of TGDNB people.
"Research has shown that trans men, trans women and non-binary people feel unsafe or uncomfortable at their educational institutions at much higher rates than cisgender men and women," they said.
"It is our responsibility as an institution to ensure TGDNB people are receiving equitable and specialised support and guidance while at university so they can succeed in their studies."
Casey said that the Student Success team at ECU plays an important role in providing TGDNB students the support they need to feel safe, supported and welcome at ECU.
"Our guidelines aim to empower TGDNB community members, and the ECU staff supporting and working alongside them," she said.
"At Student Success we are able to assist TGDNB students with the smooth transition to university which can include connecting them in with peers, Pride rooms on campus, and all gender facilities."
One student's university experience
Liz Prasil (she/her) is a transfeminine student studying a Bachelor of Psychology, Criminology and Justice at ECU.
Liz said her study experience has been like any other student.
"I feel seen and heard, my identity and name respected, and have faced no overt or covert forms of general queerphobia," she said.
"I can't say I've ever felt anything but validated at ECU."
"The lecturers speak and listen to me as they do to every student, and some have gone to lengths to show a great understanding of queer identities within their lectures."
Liz said on days that recognise TGDNB and LGBTIQA+ students, she appreciates how lecturers often took a small section of time, or a slide to recognise it.
"Especially since it is not required of the staff to acknowledge it in the lecture, it often makes me feel proud to consider myself as part of the LGBTIQA+ community," she said.
She praised the resources and guidelines implemented and the attitudes of staff toward LGBTIQA+ students.
"I appreciate how simple and fast processes like changing your student name or gender markers are to be implemented, as well as how understanding, accommodating and flexible the staff are," she said.
She also welcomed lecturers attaching their respective pronouns to their email because she said it made her feel accommodated.
"This is a subjective perception and by no means do I believe any and all lecturers must or even should attach their pronouns, but their addition notifies us they are aware of our situation and seek to acknowledge it."
Challenges and issues
To better understand the issues and challenges facing TGDNB students, ECU's Equity Projects team conducted a review of internal university surveys and consultations, literature, and best practice examples from other institutions.
"The review confirmed the stigma, discrimination, and violence experienced by TGDNB people, impacting on their health and wellbeing and therefore their ability to meaningfully engage in education and learning," Stevie said.
TGDNB students reported a range of issues that may impact their ability to succeed at university.
"Students reported challenges such as family non-acceptance; financial problems and homelessness due to being kicked out of home or difficulties in finding employment due to gender identity; not feeling comfortable to share their gender identity with university staff or peers due to fear of bias, misunderstanding, or belittling; concern for practicum placements; and mental health concerns," Stevie said.
Guidelines for support
Using the information gathered in the review the Pride @ ECU Sub-Committee developed a practical resource for the University aimed at empowering the TGDNB community and the ECU staff supporting and working with them.
The TGDNB support guidelines were designed to:
- Support TGDNB students, staff and alumni to affirm their gender at ECU.
- Provide guidance for students, staff, and alumni who may be supporting TGDNB people and communities at ECU.
- Increase knowledge of TGDNB experiences so people at ECU understand why it's important to provide specific support to TGDNB people while at university.
Where is ECU now?
Stevie said since the guidelines were implemented in 2021 and the ECU community now had greater awareness of the specific difficulties TGDNB students may experience during their studies.
"This means more educated support for these students, no matter what stage they might be at with affirming their gender," they said.
Some ECU wide examples of improvements towards the experiences of TGDNB students include:
- All gender bathrooms introduced across all campuses, including plans for the future city campus, which will include all gender bathrooms in multiple locations.
- Students are not required to provide any documentation to update their title, gender marker, and preferred/affirmed name in the Student Information System.
- A pronounced increase in the visibility of pronouns usage among staff members.
- A pronounced increase in referrals to internal and external support services and social groups.
- Students and employees can include their pronouns in ECU’s Learning Management System, Canvas (Course Management System), and on Microsoft Teams.
- Students can designate the name they wish to have called out during their graduation ceremony and, should they change their name legally after graduation, they can get a new testamur at no cost.
- Since 2022, ECU has hosted a TGDNB Meet and Greet session as part of the orientation program each semester. This is in addition to Pride and LGBTIQA+ events.
- ECU asks students on enrolment if they are part of the LGBTIQA+ community. The question is optional, but many students are choosing to select 'yes' and enabling provision of specialised communications for support and involvement in targeted initiatives.
Despite some challenges, Stevie said much had already been achieved, and they remained optimistic about ongoing long-term change.
"ECU has made significant improvements toward TGDNB student experiences, but there is still more work to be done," they said.
Casey said one of the most important things ECU can do for students is listen.
"Once we know where they are at and what they need, we can tailor our support to their individual needs," she said.
The paper 'Beyond Inclusion, Developing Guidelines to Support Tans, Gender Diverse and Non-Binary Communities' is published in the Journal of the Australian New Zealand Student Services Association. ECU authors are Stevie Lane and Casey Thomas.
The authors of the paper would like to acknowledge the staff, students and external advisors involved in the development of ECU's TGDNB Support Guidelines, including Katie Darby (previously of ECU), the Pride at ECU Subcommittee, Emery Wishart (TransFolk of WA),Lili Socks Bishop (student) and Remy Mercieca (ECU alumni), under the leadership of Dr Fiona Navin and Professor Braden Hill.
Learn more about ECU's commitment to equity, diversity, and inclusion by visiting the ECU LGBTIQA+ Diversity and Inclusion webpage.
