1. What does it mean to be a transgender ally?
Being an ally means supporting and respecting transgender and gender-diverse classmates, challenging disrespectful behaviour when it is safe to do, and helping create a safe, inclusive learning environment for everyone.
2. How do I know someone’s pronouns?
Use the pronouns a person shares with you. If you’re unsure, you can politely ask:
“What pronouns do you use?”
Avoid assumptions and use their name until you know.
3. Should everyone introduce themselves with pronouns?
Sharing your own pronouns can help normalise the practice, but no one should be pressured to share if they’re not comfortable. Lead by example, not by expectation.
4. What if I accidentally use the wrong pronouns or name?
Correct yourself briefly, apologise once, and continue.
Example: “He—sorry, they were saying…”
Making it quick and calm shows respect without drawing unwanted attention or creating further discomfort.
5. How can I show support without making someone feel singled out?
Be respectful in everyday interactions, use correct pronouns, avoid assumptions and model respectful behaviour. Quiet, consistent support often matters more than grand gestures.
6. What should I do if I hear a classmate being misgendered or targeted with transphobic comments?
If you feel safe to do so, you can intervene:
“Actually, Sam uses she/her pronouns.”
Or: “That comment’s not okay.”
If the behaviour continues or you feel unsafe addressing it, speak to the lecturer or a staff member privately.
7. How can I make group work more inclusive?
Use inclusive language (everyone; team; group), ask for names and pronouns during introductions, and make sure people feel welcome to participate. Avoid gendered assumptions or dividing activities /tasks by gender.
8. How can I avoid making assumptions about someone’s gender?
Don’t assume gender based on appearance, voice, or name. Use the information the person gives you. If you’re unsure, ask respectfully or listen for how others address them. Avoid offering advice on dress or appearance based on gendered stereotypes or expectations.
9. What if someone comes out to me as trans* or questioning?
Thank them, listen, be supportive, and respect their privacy. Ask how you can support them, particularly in relation to name, pronouns, and who they want this information shared with. Avoid giving advice on how you think they’ should’ express their gender. Never disclose their identity without permission or ask intrusive personal questions.
You can also direct the individual to the support links on the CAH webpages and/or EDI webpages.
10. How can I be more mindful of language in class discussions?
Use gender-neutral terms (partner; people; team; group; class; students). Avoid phrasing that reinforces stereotypes or frames gender as only male/female. Small shifts in language help widen the space for everyone.
11. How can I continue learning to be a better ally?
Continue to learn and don’t rely on the trans* individual to be your sole educator. Be open to feedback without becoming defensive. Allyship and education is ongoing, not something you achieve once.