Case Studies

This section brings together examples of practice from further and higher education to support trans and gender diverse inclusion. The aim is to provide inspiration for activities, initiatives and ways of working that can help foster inclusive environments for trans and gender diverse applicants, students and staff — whether through events, policy development or community-building.

The examples included here draw on work originally gathered through the TransEDU Scotland research, alongside more recent and emerging initiatives. Together, they offer a range of practical starting points that can be adapted to suit local needs and contexts.

We will continue to update this section with new ideas and approaches. If you have developed or been involved in an initiative, project or activity that could be shared, we would love to hear from you: trans.edu@strath.ac.uk

 

 

Wellbeing and Inclusive Services

Examples of targeted approaches that support wellbeing and reduce barriers for trans and gender diverse students.

Trans health and Wellbeing Fund

Small grant schemes can provide direct financial support to trans and non-binary students to access gender-affirming items and healthcare-related costs. Typically delivered through students’ unions or support services, these funds offer mini-grants to help cover essential items and travel to appointments.
This approach addresses the financial barriers often associated with gender affirmation and healthcare, supporting wellbeing and reducing the impact of gender dysphoria. It also demonstrates how targeted, relatively low-cost interventions can have a meaningful impact on students’ experiences.
 

• Keep application processes simple and accessible
• Allow flexibility in how funding can be used
• Combine financial support with signposting to wider services

 

Named Contact for Trans and Gender Diverse Students

Providing a named contact within student services can offer tailored, consistent support for trans and gender diverse students. This role typically combines practical guidance, emotional support, and advocacy, helping students navigate both academic systems and wider challenges linked to their experiences.
This approach is often introduced in response to evidence that trans students may face higher risks of withdrawal, alongside barriers such as administrative processes, bullying, or lack of understanding. A named contact can support students with issues such as name changes, communication with departments, and accessing wider services, while also offering a trusted point of contact for ongoing or one-off support. It can also help ensure that changes in circumstance are handled sensitively and consistently across the institution.
By centring student needs and offering flexible, personalised support, this model can contribute to improved student experience, retention, and wellbeing.
 

• Provide a clearly identified point of contact within student services
• Offer both practical and emotional support based on individual needs
• Enable self-referral as well as staff signposting
• Support students with administrative processes such as name changes
• Empower students to shape how and when they access support

 

Trans Sport Initiative

Inclusive sport initiatives remove barriers to participation by combining accessible facilities, trained staff, and peer support.
By addressing cost, confidence, and concerns about gendered spaces, they can improve wellbeing and create more inclusive environments. Partnerships between services and student and/or staff groups are key to success.

• Offer low-cost or free entry points
• Provide staff training and inclusive facilities
• Use buddy systems or supported inductions
• Work in partnership with student and/or staff and community groups

 

Trans, Non-Binary and Intersex Swim Sessions

Dedicated swim sessions provide trans, non-binary and intersex people with access to a more comfortable and inclusive environment for physical activity. These are typically regular, time-bound sessions where facilities are prioritised for the group, helping to reduce anxiety around visibility and gendered spaces.
They respond to common barriers to participation in sport and can support wellbeing, build confidence, and encourage re-engagement with physical activity. 
 

• Offer dedicated sessions
• Clearly communicate facilities and expectations
• Provide optional support for new attendees

 

 

Policy and Institutional Change

Examples of policy and institutional approaches that embed trans and gender diverse inclusion within structures, procedures, and systems.

Funded Leave for Gender Transition (PGR Support)

Providing funded leave for postgraduate researchers undergoing gender transition is one way institutions can support wellbeing and ensure continuity of study. Within a broader leave support framework, transition-related leave can be recognised under discretionary provisions, allowing students to pause their studies while continuing to receive financial support.
This approach acknowledges gender transition as a significant life event requiring time and flexibility, and helps reduce financial and academic pressures during this period. By embedding this within formal policy, institutions can promote consistency, fairness, and transparency in how support is accessed.
 

• Embed transition-related leave within existing leave or wellbeing policies
• Ensure paid leave is available to avoid financial disadvantage
• Provide clear guidance and application processes
• Link policy to wider wellbeing and equality support services

 

 

Discussion and Community Spaces

Examples of initiatives that create opportunities for connection, dialogue, and community-building among trans and gender diverse people and their allies.

LGBTQI+ Research Tea Break

Informal research tea breaks can create dedicated spaces for LGBTQI+ research staff and postgraduate researchers to connect, share work, and build supportive academic communities. These sessions typically combine light-touch discussion with opportunities for networking, collaboration, and peer support.
They can help reduce isolation, increase visibility of LGBTQI+ research, and foster a sense of belonging within academic environments, while also creating opportunities for interdisciplinary exchange.
 

• Keep the format informal and welcoming
• Open participation across roles and disciplines
• Use the space to share work, ideas, or experiences
• Run sessions regularly to build continuity and trust

 

“Let’s Talk About Trans” Conversation Cafés

Conversation cafés are facilitated discussion events that bring together staff, students, and community members to explore trans experiences and inclusion.
They are a low-cost way to raise awareness, encourage open dialogue, and build confidence in engaging with trans-related topics. Often most effective when linked to identified needs or existing activity, they can contribute to longer-term cultural change.

• Base the session on a clear need or theme
• Use facilitation to create a respectful space
• Partner with other teams or organisations
• Build follow-up activity to maintain momentum

 

Trans and Intersex Coffee Meet-Ups

Peer-led coffee meet-ups provide informal, safer spaces for trans and intersex people to connect, share experiences, and build community.
Regular sessions can support wellbeing, reduce isolation, and enable the exchange of practical information. Their value often lies in consistency and trust, though sustainability can be a challenge if reliant on a single organiser.
 

• Keep the space clearly peer-focused
• Ensure accessible, welcoming venues
• Run sessions regularly to build trust
• Share organising responsibilities where possible

 

 

Training and Awareness

Examples of activities that build awareness, knowledge, and confidence in supporting trans and gender diverse people across staff and student communities.

Trans and Non-Binary Awareness Training

Awareness training can help staff and students better understand and support trans and non-binary people by building knowledge, confidence, and inclusive practice. Sessions typically cover gender diversity, terminology, pronouns, and practical steps for inclusion in everyday settings.
This type of training often responds to feedback that, while general LGBTQI+ awareness may exist, there can be gaps in understanding specific to trans and non-binary identities. By combining lived experience with practical guidance, it can help participants reflect on common practices such as assumptions about gender or how groups are organised. Feedback from initiatives of this kind has shown increased confidence among participants and potential reductions in reported issues.

• Use existing resources and adapt them to your local context
• Combine lived experience with external expertise where possible
• Include practical, scenario-based guidance for everyday situations
• Deliver training during working hours to support staff participation
• Provide take-away materials to reinforce learning

 

 

Teaching and Learning

Embedding Trans Inclusion in Teaching Practice

Individual academics can play a key role in advancing trans inclusion by reflecting on their own teaching practices and making small but meaningful changes. This type of approach often begins with listening to trans and gender diverse students, for example through informal engagement or small-scale research, to better understand their experiences in higher education.
Insights gathered from these conversations can then be translated into practical changes in teaching. Common examples include using content warnings where appropriate, creating space for students to share names and pronouns, and reviewing how classroom activities may rely on assumptions about gender. Sharing these insights with colleagues through informal training sessions or discussions can help extend impact beyond individual modules or courses.

• Engage directly with trans and gender diverse students to understand their experiences
• Focus on practical, achievable changes to teaching practice
• Incorporate inclusive approaches such as optional pronoun sharing and content warnings
• Share learning with colleagues through informal training or discussions
• Build inclusion into existing teaching development activities