Schools are continuing to place gender ideology over the welfare of pupils, with many failing to enforce single-sex toilets or changing rooms. Freedom of information requests to 300 secondary schools and academies found fewer than half are consistently informing parents when a child says they may want to change gender.
The findings, published by think tank Policy Exchange, show that schools “still often operate in ways that reflect activist ideology rather than the best interests of children,” according to Baroness Amanda Spielman, former head of school inspection service Ofsted. She said: “This report rightly highlights the need for clear, practical guidance to help schools navigate these complex issues, keeping the welfare of children at the centre.”
Researchers found three in ten schools fail to maintain single sex toilets, although this is down from six in ten in 2023. More than a quarter of schools fail to enforce single sex changing rooms, down from half in 2023.
Almost a quarter of schools require other children to adopt a child’s new name and pronouns if they declare that they have changed gender.
Baroness Falkner, a former Chair of the Equality and Human Rights Commission, said: “Schools are increasingly on the front line of these issues. A growing number of children are presenting with gender distress and seeking to undertake a social transition within the school environment. These cases are often complex, frequently involving additional vulnerabilities, and require careful, safeguarding-led responses.”
But she warned: “Too many schools are still not preserving single-sex provision of toilets, changing rooms and, in particular, sports activities. Teaching materials present contested concepts around gender identity and biological sex as settled fact, encouraging young children to explore these ideas and consider the benefits of social transition.
“This is simply not acceptable in a system responsible for the welfare of children.”
Estelle Morris, a former Labour education secretary, said: “The report highlights important areas of progress, including a growing awareness among schools of the need to approach these issues with care, balance and a focus on
safeguarding. At the same time, it is clear that practice remains uneven, and that schools continue to face difficult judgments in navigating competing rights and responsibilities.”