After The Cass Review: What Next?

Protecting children from gender ideologues

The Cass Review is good news. Page-after-page of meticulous research makes clear the dangerously evidence-free basis on which children were encouraged to question their gender identity, socially transition, and take life-changing medication. But, important questions remain about how the scandalous medicalisation of vulnerable children was allowed to occur. If we are to see the back of this pernicious ideology once and for all, we still have work to do.

Photo by Alexander Grey on Unsplash

Here are five suggestions for what needs to happen next.

1. Get gender ideology out of schools

Cass rightly draws attention to the sharp increase in the number of teenage girls referred to the NHS’s gender identity ­development service. She offers some explanations as to why this may be happening, including: social media trends, peer group pressure, homophobic bullying, the prevalence of pornography, and the failure to diagnose and respond adequately to autism and mental health problems. But the role of schools in actively promoting gender ideology is largely overlooked.  

Despite recent government guidance, there is still evidence to suggest that schools do not simply support children struggling with their gender identity but actually encourage this questioning in the first place. Relationships and Sex Education classes that are closely aligned with the model of Comprehensive Sexuality Education endorsed by UNESCO and the World Health Organisation still teach that ‘for some people their gender identity does not correspond with their biological sex’. 

Some schools still employ resources provided by external organisations to facilitate RSE classes. One widely used video designed for young children features cartoon characters and ‘includes definitions for gender expression, gender roles, sex and how it differs from gender identity, cisgender, transgender, and gender-fluid. It emphasizes that it’s okay to express your gender however you choose, and that everyone deserves respect and support.’ In this way, campaigners continue to be allowed to use the classroom as a pulpit to normalize gender ideology. 

Just this month, analysis of more than 600 school equality policies found up to three-quarters had rules that faciliatated pupils to socially transition, such as permitting male pupils to use girls’ toilets and changing rooms and dormitories if they identify as girls. Some advise teachers supervising overnight trips how best to assist girls using breast binders while PE teachers are told to monitor students and offer breaks if a binder impairs a transgender child’s breathing. This is in defiance of current UK government guidance and a misrepresentation of national equality legislation. If we are to see off gender ideology we need to completely re-think the way sex education is taught in schools.

2. Do not ban conversion therapy

The Cass Review is clear that children struggling with their gender identity should receive counselling:

children and young people [should be able to] access a broad range of services relevant to their individual needs, including supportive exploration and counselling. This is important both for those who go on to medical transition and those who resolve their gender distress in other ways.

What is shocking about this statement is the very fact it needed saying. It is outrageous that children have been allowed to take life-altering medication after only cursory discussions with health professionals.

And yet, despite senior members of the Labour Party endorsing the Cass Review, a future ban on conversion therapy - which is also endorsed by the Labour Party - would outlaw precisely this counselling. Advising children confused about their gender identity that they may feel differently given time, or even exploring what lies behind their feelings, could all fall foul of a gender-inclusive conversion therapy ban.

3. Defend free speech

The ‘toxic gender debate’ has been blamed for letting children down. This is undoubtedly true. Family doctors, apparently fearful of being accused of transphobia, have referred children to the national gender identity ­development service rather than dealing with issues themselves. But we need to be honest about the cause of this ‘toxicity’. Transgender activists - in particular well funded organisations such as Stonewall, Mermaids and Gendered Intelligence - campaigned for practices that could harm children and threaten women’s rights. Then, when challenged, they levelled accusations of transphobia. They claimed that not affirming a child’s made-up gender identity could leave them more likely to commit suicide. They said that all debate was ‘denying the existence of transgender people.’ They threatened women and children and then prevented any discussion from taking place. 

Such practices continued in higher education with gender critical academics hounded out of employment, speakers no-platformed, and discussions drowned out by intimidating protesters. Yes, the gender debate became toxic. Transgender activists made absolutely sure this was the case. But what was needed was more free speech, not less. If there had been more open discussion about what was happening to children, we may not have seen such large numbers sent down a medical path. Yet, despite the Cass Review, academia still remains deeply hostile to gender critical views.

4. Do the research

One of the most shocking findings from the Cass Review is that follow-up research into the experiences of transgender youngsters placed on medication either never occurred or was not shared publicly. Writing in The Times, former health secretary Sajid Javid notes:

Despite the specific data legislation I brought forward at Dr Cass’ request, parts of the NHS continue to block access and frustrate the express will of parliament. The common thread between all of these is an extreme gender ideology, which enables them to persist.

That sections of the NHS are unaccountable even to the elected health secretary is truly appalling. It is a damning indictment of the extent to which our tax-payer funded institutions have been captured by those who place politics above public interest. 

Again, there is a role for academic freedom here. Scholars should be able to access data and be free to interrogate it in pursuit of the truth. 

5. Respect parents

As transgender activists have rushed to influence children and encourage social and medical transition, parents have been either emotionally blackmailed into accepting their child has a new identity; entirely overlooked; or - worst of all - presented as an active threat to their child’s welfare.

Of significant concern is that (again, counter to government guidance) children continue to be allowed to change their gender identity while at school without teachers informing their parents. A group of primary schools in the south west of England advises teachers not to disclose a pupil’s gender identity to their parents without the pupil’s consent. So-called ‘transition care plans’ will be made with the pupil who ‘may request that their parents are not involved’. One mother notes that she only discovered her daughter had changed gender when teachers called her ‘he’ at parents’ evening. 

In addition, parents are still prevented from seeing the lesson plans used by external organisations in RSE classes as the law protects intellectual copyright. This secrecy undermines parents and threatens the safety of children. Schools advise teachers what to do if parents ‘express concern’ about their child changing gender. Under the heading ‘prejudice from parents’, one school notes that, if parents question the school’s approach, ‘this will not affect the schools’ actions regarding that young person – in a similar way in which a parent’s sexist or racist views would not influence school to change their equality policy.’ 

Teachers and health professionals need to recognise that parents know their own children far better than anyone else. They love them unconditionally and want what is best for them. This - and not secrecy - needs to be the starting point of all interactions between parents and professionals.