Discrimination and harassment against transgender and non-binary students in schools can have detrimental impacts on their mental and physical well-being, academic performance, and overall sense of belonging. In a recent Statistics Canada (2020) survey to assess postsecondary students, 40% of transgender students indicated that they had experienced discrimination over the last 12 months. Further, many transgender and non-binary postsecondary students report feeling unsafe in their school environment (Statistics Canada, 2020). In a recent survey of students at an Ontario university, 77% of non-binary students indicated that they felt that they had to hide their identity to fit in with the school community (Queen’s University, 2021).
The act of using and accessing a washroom or changing facility can become a humiliating and isolating event for a transgender or non-binary youth. A 2020 study found that most 13-24 year old transgender and non-binary students who responded indicated they had experienced washroom discrimination and were often discouraged from using washrooms that align with their gender identity (Price-Feeney et al, 2021). Further, Price-Feeney et al (2021) found that these students who experienced washroom discrimination were more likely to experience mental health outcomes, such as depressive mood, suicidal ideation and to have attempted suicide in the last 12 months.
Access to gender-neutral or universal washrooms and changing facilities within the educational environment is, therefore, a crucial step in providing a safe and inclusive space for transgender, non-binary, and gender non-conforming students, and helps to address the risk discrimination and harassment based on gender identity. In addition to supporting transgender and non-binary studies, making a commitment to providing access to gender-neutral or universal washrooms can also promote inclusivity for individuals with disabilities and families.
Radd et al (2021) indicate, as equity leaders it is important that we “be on the lookout, relentlessly, for statements and practices that prescribe limited notions of sex, gender, and sexuality; disrupt these practices every time you notice them” (p.101). For this reason, we need to take proactive steps in addressing this issue and ensuring equitable and safe access to washrooms and changing facilities. To help with envisioning the goal and developing next steps, we will be examining the current policies, challenges, and barriers at secondary and post-secondary academic levels in Canada, with a specific focus on Westview Secondary School in Maple Ridge, British Columbia, and Queen’s University, in Kingston Ontario.
Defining the Goal
To provide a safe and inclusive space for all members of the school community to use the washroom and changing facilities comfortably and without fear of discrimination and harassment.
Current Available Data
Grade 11 students at Westview Secondary School (School District 42), complete each year the Youth Development Instrument, which is a voluntary student self-reporting that examines social well being, physical and mental well being, learning environment and engagement and navigating the world and equity.
In 2021, Queen’s University surveyed all undergraduate and graduate students through the Student Experience Survey which aimed to gather student experiences and perceptions relating to campus safety, exclusion, harassment, racism, and sexual violence (Queen’s University, 2021). The results of this survey has inspired the Queen’s Shift Project and a subsequent climate survey that opened for students in January 2023 with the purpose of allowing students to share their experiences and perceptions on campus culture.
Current Progress, Challenges, and Limitations
At Westview Secondary School there are limited gender-neutral or private changing areas in the school and these spaces are not easily accessible from the athletic facilities. A recent change of a female designated washroom to a gender-neutral washroom has been met with some backlash due to the reduction of female-gendered spaces versus male-gendered spaces. Several years ago, Westview Secondary School was expected to participate in a district pilot project in which there would be a creation of one large gender-neutral changing area with lockable cubicles but due to the pandemic that project has been stalled indefinitely. There were concerns with the plan for a large gender-neutral changing area that there would not be enough cubicles for all students and that students would then feel uncomfortable changing in a gender-neutral area. There were also concerns about how to supervise and monitor student behaviours in that situation.
At Queen’s University, a policy was developed and approved in 2012 which made the commitment to at least one gender-neutral washroom (or changing facilities and shower, where appropriate, i.e., residences and athletic facilities) on every floor of every newly constructed or significantly renovated building (Queen’s University, 2012). Further, the university committed at the time to re-purposing all single-user, gender-specific washrooms to gender-neutral washrooms. Although some progress has been made, there are significant limitations to the policy. The commitment is only to new builds or significant renovations which requires substantial funding. Many, if not most buildings on campus are older and only contain standard washrooms which cannot be repurposed. Transitioning washroom facilities to gender-neutral also requires funding, which presents a barrier to progress, and as a result many expected transitions have still not been put in place over a decade later. From a student perspective, access to a gender-neutral washroom is not considered to be an accommodation through the existing Queen’s Student Accessibility process, and students are required to approach their instructors or staff within their Faculty and explain their needs if they require access to gender-neutral facilities during critical academic events such as final exams. Queen’s University also introduced a Positive Space training program; however, it is an opt-in training and not required as part of the suite of training for hired staff and Faculty.
Actions/Next Steps
Identify the critical leadership and the team required to make progress and support this equity issue and barrier.
Conduct a full review and analysis of the available data and determine any data gaps.
Review (if applicable) existing policies relating to gender-neutral/universal washrooms and changing facilities and identify potential challenges and barriers.
Review and ensure all existing accessibility and accommodation policies procedures support an individual's right to be accommodated based on gender identity.
Identify washrooms/changing facilities that can be transitioned to gender-neutral/universal and/or single occupancy and set a clear and reasonable plan for implementation for each identified space with consideration to available resources (time, budget, funding opportunities, and stakeholders). Guidelines to consider:
All multi-user gender-neutral spaces should be equipped with wall to floor locked stalls to promote safety and privacy.
All changing facilities should be easily accessible and within reasonable distance from gyms and athletic spaces.
Identify facilities/buildings which will present more significant barriers to transitioning to gender-neutral or universal washroom/changing facilities and review options and opportunities in order to address barriers.
Ensure all staff and employees have and maintain up-to-date training on creating safe and inclusive spaces in washrooms and changing facilities and are equipped with clear guidelines and processes to address any incidences of discrimination or harassment promptly and effectively.
Provide training and information to students about how to be safe and inclusive in their language and actions (Radd et al, 2021), as well as provide clear expectations and guidelines around consequences to acts of discrimination and harassment.
Consider policies and procedures to ensure easy access to free or low cost menstrual products in all washrooms. Lack of access to menstrual products due to the perception that these products are only required by individuals using female-gendered facilities presents another barrier for transgender and non-binary students (Rydström, 2020).
Provide opportunities for feedback and comments and ensure that all perspectives are equitably consulted and given voice during the process (Radd et al, 2021).
Monitor and continuously evaluate progress and ensure that all members of the school community (students, staff, Faculty, parents etc.) have access to progress updates.
References
Price-Feeney, M., Green, A. E., & Dorison, S. H. (2021). Impact of Bathroom Discrimination on Mental Health Among Transgender and Nonbinary Youth. The Journal of adolescent health : official publication of the Society for Adolescent Medicine, 68(6), 1142–1147. https://doi.org/10.1016/j.jadohealth.2020.11.001
Queen’s University (2021). Queen’s Student Experiences Survey. https://www.queensu.ca/inclusive/initiatives/student-experiences-survey/overview
Queen’s University (2012). Gender Neutral Washrooms Policy. https://www.queensu.ca/secretariat/policies/administration-and-operations/gender-neutral-washroomspolicy#:~:text=D.-,Policy%20Statement,significantly%20renovated%20building%20on%20campus.
Radd, S., Generett, G., Gooden, M., & Theoharis, G. (2021). Five practices for equity-focused school leadership. Association for Supervision & Curriculum Development.
Rydström, K. (2020). Degendering Menstruation: Making Trans Menstruators Matter. The Palgrave Handbook of Critical Menstruation Studies.
Montreal, July 2016
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