1. What does a trans-inclusive teaching space mean?
It means fostering a classroom environment where transgender and gender-diverse students feel respected, safe, and fully able to participate. This aligns with UCD’s Equality, Diversity and Inclusion (EDI) commitments and its Gender Identity and Expression Policy.
2. How should I approach pronouns in my teaching?
You can normalise pronoun-sharing by including your own pronouns in introductions or email signatures, and on Zoom. Invite, but never require, students to share theirs. Be wary of the pronoun-go-round in class; it may force someone to come out or misgender themselves in a new environment.
It is advisable to email in advance of the first class, or state in the first class, that students can email you with any information they wish to share. This need not be only gender-related e.g. accommodations, names, pronouns and anything else they would like you to know.
If students share their pronouns with you, use them consistently. It may take a little effort at first if you have known this student by other pronouns previously, but it is not an excessive effort.
UCD does not currently record pronouns in SISWeb/Infohub.
3. What if a student uses a name that differs from the official class list?
Use the name the student tells you they use. Many students may not yet have been able to update their name on SISWeb/Infohub systems, so using their chosen name is an important act of respect and safety.
If a student wishes to have their chosen name updated on UCD systems and their UCard, they can contact the Student Desk. This change can be made with no requirement to have legally changed their name. UCD students self-identify their gender in SISWeb from (currently) three options - male, female, non-binary.
If students share their chosen names with you, use them consistently. It may take a little effort at first if you have known this student by another name previously, but it is not an excessive effort.
4. What should I do if I accidentally misgender or misname someone?
Correct yourself briefly e.g. “Sorry, she”, and move on.
Be aware that when misgendering and misnaming occurs, even if it is perceived as an error rather than an act of transphobia, it is difficult for the trans* student to correct the staff member due to the power imbalance between them.
Do not make a big deal of your mistake or over-apologise. Doing so will increase the discomfort for the student and only serves to try to make you feel better about it.
Being an ally also means being willing to learn.
5. What do I do if I hear a student being misgendered or misnamed by another student in class?
Avoid shaming the student who made the mistake; the goal is to support the person who was misgendered / misnamed and demonstrate a respectful atmosphere. A matter-of-fact tone helps normalise corrections.
Depending on the situation, you may prefer to use ‘soft’ correction by gently stressing and modelling the person’s name or pronouns.
If you need to be more direct you can say, "Just a quick correction—[Name] uses they/them pronouns. Let’s continue.". You don’t need to stop the whole class—calm and quick is usually enough.
If you notice that someone is chronically misgendering or misnaming another student, you may wish to speak to them individually after class to clarify the name and pronouns of the other student.
6. What do I do if I hear transphobic comments in class?
Address the comment promptly. Responding in the moment signals that such behaviour is not acceptable. E.g. "That comment is not appropriate for this classroom. We treat everyone with respect here."
Then, redirect the class smoothly. After addressing it, return to the lesson so the moment doesn't become bigger or more awkward for the student who was targeted.
7. What do I do if transphobia persists?
This should be addressed in the same way as any other breach of UCD’s Dignity & Respect policies.
If you are a tutor, it is advisable to bring this situation to the attention of the module coordinator and / or other senior staff member as early as possible.
UCD has a (opens in a new window)Reporting tool available online (anonymous if you wish). The situation can be reported to UCD Dignity and Respect and faculty / teaching staff should continue to address any transphobia in class during the Dignity & Respect process.
8. How can I design my teaching materials to be more inclusive?
Review readings, examples, slides and case studies to avoid reinforcing stereotypes and to include diverse gender identities where appropriate. Where materials only refer to male / female, you can briefly acknowledge that there are more than two binary gender categories, then continue with the class. This affirms and makes visible gender-diverse identities, even where materials are not implicitly doing so.
Try to avoid a ‘special guest’ approach to including trans* identities in teaching materials.
Where materials do refer to trans* and gender diverse identities, do not pressurise any gender-diverse student in your class to be the expert teacher for others. This creates hyper-visibility and may be unwelcome or burdensome. Allow the individual to participate as much or as little as any cisgender student.
9. How can classroom activities avoid forcing students into uncomfortable gendered categories?
Use gender-neutral language (“they,” “students,” “everyone”) and avoid assumptions about gender identity. Do not default to using he/she as there are more than two (binary) genders.
When grouping students, use neutral categories (e.g., colours, numbers, topics) or allow self-selection.
10. How should I handle confidentiality around a student’s gender identity or transition?
Thank the student for sharing their identity and treat this information as private. Do not disclose a student’s identity, pronouns, or transition-related details to others unless the student explicitly gives permission.
11. How can I make assessment and feedback more inclusive?
Use chosen names in feedback and in class communication. Avoid gendered assumptions in comments and be mindful of inclusive language in rubrics and instructions.
12. What if a student approaches me about transitioning or gender-related challenges?
Listen respectfully, ask how you can support them (e.g., pronouns, privacy), and refer them to relevant UCD supports such as Student Advisers, Counselling, or EDI resources.
13. Are there inclusive facilities and resources at UCD I should know about?
Yes. UCD provides gender-neutral bathroom facilities across campus and has signs stating that individuals should use the bathroom facilities that best align to their gender. The gender-neutral bathrooms in UCD College of Arts & Humanities are on the lower ground floor opposite NT1 and NT2, using the staircase nearest the coffee dock on the concourse.
14. How can I continue developing my trans-inclusion practices?
Participate in UCD EDI training, attend relevant workshops, review College guidance, and remain open to feedback from students and colleagues. Inclusion is an ongoing, shared responsibility.