There has been much discussion in the media about the need for employers to embrace diversity. Supporting diversity means recognising that individuals are unique and positively acknowledges and celebrates individual differences. These differences may be in reference to race, ethnicity, gender, sexual orientation, socio-economic status, age, physical ability or religious or political beliefs. Importantly, it is more than just exercising tolerance or adhering to legal requirements but embracing and fully appreciating the benefits that a diverse environment brings to both the individual and the community. One challenge increasingly faced by educational institutions is managing the enrolment of students who do not confirm to traditional gender norms. ‘Gender’ has historically been of one of the key criteria for student enrolment. For example, single sex schools use this as the main criteria for student admission, whilst coeducational schools often seek a balance between boys and girls. Enrolment databases are also traditionally designed to accommodate students being either ‘male’ or ‘female’, as are uniform offerings, sport teams and even government reporting systems. To authentically embrace diversity and create a truly inclusive environment for all students, institutions need to review and update policies and practices. School communities need to support every student to feel accepted, valued and included. In Australia and many parts of the world, mental health professionals are seeing a rise in the number of transgender and gender-diverse individuals seeking help. . . Recent Australian research which examined the mental health of trans youth has shown almost 80% (aged 14-25 years) had self-harmed, compared to just under 11% of adolescents overall. . . An alarming 48% had attempted suicide, compared with 2.4% of adolescents overall. . . Trans young people are also 10 times more likely to suffer from serious depression and anxiety than other young Australians.1 It is important that schools, from the first contact with the Admissions Office, extend acceptance and understanding at every touchpoint. In the same way that institutions embrace cultural diversity and adjust to accommodate people with physical disability or mental health problems, so they should ensure gender diverse people are not overlooked or marginalised simply because traditional systems don’t cater for them. According to the Australian Human Rights Commission, gender non-conforming young people at schools where protective policies are in place are more likely to feel safe (75%) compared with those in schools without similar policies (45%). They are almost 50% less likely to be physically abused at school, less likely to suffer other forms of homophobic abuse, less likely to self-harm and less likely to attempt suicide. The Victorian government, in its School Policy and Advisory Guide, provides resources to assist schools to develop policies and processes to ensure support of students’ gender identity in line with current law. Institutions should check relevant legislation for their country and region as well as contact educational peak bodies who offer resources to assist in developing policies and guidelines. As a starting point, here are 10 things you should consider in ensuring your school is not only compliant, but well- positioned to provide a safe and inclusive environment to support gender diverse individuals. 1. Get educated. It is critical there is a clear understanding of current information, research and data relevant to this student group. Education should start at the top with professional development for leadership and be extended to all staff and students. 1. Strauss, P., Cook, A., Winter, S., Watson, V., Wright Toussaint, D., Lin, A. (2017). Trans Pathways: the mental health experiences and care pathways of trans young people. Telethon Kids Institute, Perth, Australia. Rethinking Diversity at your Institution FACE 2 FACE MAGAZINE 2 0