MAFS’ Ella Morgan says the government’s trans guidance would have kept her in closet
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Married at First Sight UK star Ella Morgan has criticized the UK government’s recent guidance for schools on trans pupils, stating that it would have effectively kept her in the closet. Morgan, who appeared as the first trans bride on the reality show, warned of the negative impact the guidelines will have on trans youth. The guidance, which was published on December 19 after significant delays, provides non-statutory suggestions on how schools can support trans, non-binary, and gender-fluid children. However, it has faced widespread condemnation from LGBTQ+ groups and teachers.
The guidelines state that teachers can “decline” to use a pupil’s chosen pronouns, primary age students should not have different pronouns to their sex-based pronouns used about them, and requests to socially transition do not include access to single-sex spaces. LGBTQ+ charities like Stonewall, Galop, and Mermaids have labeled the guidelines “chilling” and “actively dangerous.” Teachers have also expressed concerns about the guidelines, with some stating that they will not follow them due to fears that they may put their trans pupils at risk of harm.
In an interview with PinkNews, Morgan spoke about her own experiences in school and how the government’s guidance would have affected her. She stated that if such guidelines had been in place during her childhood, it would have set her back in terms of coming out and being herself. Morgan described the guidance as damaging for trans kids and criticized the lack of consultation with trans people during its development.
Morgan did not transition until after leaving school at 16. However, during her time as a pupil, teachers allowed her to use a different changing facility and participate in sports with the girls, which made her feel “free.” She admitted to having a difficult time in school, experiencing bullying and feeling unsafe to transition until she left. Morgan explained that she came out to her family while in secondary school but was unsure if they would accept her being trans due to societal attitudes at the time.
For Morgan, the most challenging aspect of school life was physical education (PE) and swimming, where she had to change in front of others. She approached her PE teacher to express her discomfort and was allowed to change in a separate facility designated for disabled individuals. She was then able to join the girls’ teams, and although some boys made fun of her, the majority did not have an issue with her participation. Morgan described feeling like one of the girls and cherished the experience.
Under the new government guidance, if Morgan were a student today, she would not be allowed to play with the girls. She might be permitted to use a designated third space for changing, but only after several steps have been taken, including informing her parents. Morgan believes that the guidance does the opposite of what it intends to do in terms of protecting and safeguarding children.
Morgan emphasized the importance of listening to trans people’s experiences and involving them in decision-making processes that directly affect their lives. She expressed disappointment that the government did not consult with trans individuals during the development of the guidelines. According to Morgan, the guidelines lack equality and fail to provide constructive support for trans children.
Overall, Ella Morgan’s critique highlights the potential harm caused by the government’s guidance for trans pupils. By sharing her own experiences, she sheds light on the importance of creating inclusive and supportive environments for all students. Morgan’s call for trans voices to be heard and involved in decision-making processes serves as a reminder of the significance of lived experiences when formulating policies that impact marginalized communities.
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