Re-examining the Cass Review: A critical commentary on gender diversity research

Aims: Educational Psychologists (EPs) are faced with the challenge of supporting gender diverse children and young people, whose identities are debated frequently and openly (Swiss National Advisory Commission on Biomedical Ethics, 2024). This commentary paper aims to review the science of gender diversity to give EPs a stronger scientific foundation for providing support to this community. Rationale: Since the publication of the Cass Review of gender identity services for children and young people (Cass, 2024), which criticised mainstream approaches to their care, gender diverse children and young people have come to face unprecedented social, political, and medical challenges. EPs will encounter the consequences of unmet need as gender diverse children and young people living openly face discrimination, marginalisation, isolation, and a health system struggling to support them (Abreu et al., 2018; Ballard & Welch, 2017; Bradlow et al., 2017; Cass, 2024; Griner et al., 2020; Lawrence et al., 2023; Myers et al., 2020). Findings: This commentary paper offers a critique of the Cass Review and brings together the wider literature to understand gender diverse people’s shared history and language, to understand transition and its effects, and to identify actions EPs can take to improve the lives of the gender diverse children and young people with whom they work. Conclusions: Gender diverse children and young people are and always will be members of the school communities EPs are committed to serving. Educational Psychologists have the skills and are well placed to support this community.