by: Michelle Mosiere
As thought leaders, higher education providers and their researchers are often on the cutting edge of changes that renew and reshape mindsets and behaviour. The way providers continue to champion diversity and inclusion sets an exemplary bar for other sectors, but to what extent does advocacy translate into improved student experience and appropriate supports for the unique needs of all students?
For trans students, navigating the academic landscape can be fraught with challenges, both visible and invisible. By listening to their lived experiences, we can better understand how to foster truly inclusive environments. In 2022, I chatted about diversity and equity with a student representative who was completing a law degree at a Go8 university in Australia. Two years later, their candid reflections on what it means to feel supported remain as relevant today as they were then.
What was the toughest time for you when you were transitioning?
For me, the first and second years were the trickiest… such a frightening time.
Early transition is awful. There’s lots of hardship and uncertainty in the queer experience and it’s important for university staff to be patient while students navigate the change for themselves.
Why?
I found it intensely difficult to speak in class. The pitch of my voice was a give-away, so there was a lot of anxiety around that. And of course, it’s hard to participate meaningfully in class discussions when you are reluctant to talk.
Generally speaking, I was also worried about the prospect of being treated differently. I didn’t have the life skills to know how to manage that situation. I didn’t know if I had the emotional regulation that I needed to navigate the situation positively either.
Those are inside-out examples. Can you think of any outside-in examples?
Before I legally changed my name, I had to email a lecturer about a course-related matter. The lecturer scolded me for using someone else’s email. My anxiety levels soared when I had to explain that it was my personal email address with my new preferred name.
The university’s communications and IT systems did not allow for the use of preferred names, and I did not want to use a name that represented the identity I wanted to change. That’s why I set up a new email address because the university could not or would not update my official one.
Looking back, it was tricky when the official records and my needs were so out of sync and there was nothing that the university was willing to do about it.
Applying for special consideration also presented some hurdles. Medical information is private and yet some lecturers wanted to discuss issues out in the open. I guess they are busy… and I guess it is convenient to catch students at the end of class.
Other lecturers were genuinely interested and compassionate… yet this level of emotional investment still comes with a need to respect student boundaries.
In what way did you feel your boundaries were compromised?
There’s one golden rule. Don’t ask trans people about their surgeries, even if you are curious and/or concerned. It translates to other LGBTQIA+ scenarios too. For example, don’t ask same sex couples how they conceived a child.
Did you experience or witness any safety concerns while on campus?
Not personally… but I did come across them as a student rep. Those interactions confirmed what I already knew. University staff need to recognise that the queer community is prone to being victims of violence and sexual violence, therefore it is important to make sexual assault and sexual harassment frameworks inclusive.
Intersectionality is just as key. It is so important to build bridges where there are overlaps and intersections between the marginal and the conventional. I am thinking in particular of LGBTQIA+ people who are religious. They are especially in need of safe spaces.
What about accessibility concerns?
Yes, these I remember very well… and not fondly.
Which improvements do you recommend?
I would encourage lecturers to remember that trans surgeries take students offline for a while. It helps if processes are in place to support trans students in progressing through their studies during this time. A bit of sensitivity goes a long way, but recordings of PowerPoint slides for remote learning will do too.
Facilities often need upgrades and the upsetting side to this is that the upgrades are relatively cheap.
Can you be specific?
It’s important to make sure that the bathroom policy and the bathroom offerings match. By this I mean, provide gender neutral bathrooms and inform first years where they are. It took me almost a year of running around campus to discover which bathrooms I could use. For extra comfort, fit out male toilets with sanitary napkin bins, or at the very least put a general bin near the sinks.
If you could coach university staff in how to support trans students better, what would you say to them?
I would keep the lessons very simple:
- Never assume. Aim for gender neutral.
- Support and raise the voices of people of colour because they can feel out-of-place.
- Keep things as natural as possible to minimise the anxiety [around discussing needs].
- Stay open-minded and discrete. If you are unsure about something, seek clarity in a private and confidential setting as a first step.
If you could coach the decision makers in how to improve the trans student experience, what would you say to them?
I would encourage them to fearlessly scrutinise the reality of their institution. What is the level of knowledge at the university now? Where is the culture at the university now? Where do you want it to be? Know your goals then look at ways to achieve them.
The insights shared highlight the critical role providers play in shaping inclusive, equitable spaces. From small yet impactful upgrades like gender-neutral bathrooms, to systemic changes, such as ensuring IT systems accommodate preferred names, the message is clear: compassion, foresight, and attention to detail matter.
As we seek to improve, we must take a proactive approach to understanding the diverse needs of the student body. At its core, inclusion isn’t about ticking boxes, it’s about cultivating an environment where every student feels safe, supported, and empowered to thrive.
By learning from lived experiences like this one, we can turn intentions into actions that create meaningful change for students and staff.
Regular consultations with LGBTQIA+ students help to highlight current concerns and identify emerging issues in the student experience, but only to the extent that students feel comfortable doing so. Training students in how to have courageous conversations equips them with lifelong communication skills and the ability to access self-advocacy and self-empowerment.
Our Organisational Improvements team helps providers take a frank and fearless inventory of issues that undermine organisational culture and student experience.
If you are interested in exploring intersectionality and leveraging efficiencies for a safe and inclusive community, please contact us via info@dvesolutions.com.au for tailored support.
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Artwork Attribution: Photo by Alexander Grey on Unsplash
