Exploring the perspectives of social workers in relation to transgender children in the Maltese education system

Abstract

In the following research, the aim is to explore the day-to-day experience of transgender children at school, as seen from the perspective of social workers. A qualitative approach has been adopted to collect information, with the use of in-depth interviewing. Such data collection includes the exploration of positive and negative experiences of transgender children; the implementation of policies; an in-depth understanding of the Maltese educational system; and awareness about transgender. When taken into consideration with literature and findings, the results emphasise the importance of providing further training and knowledge to school staff and students, as well as to parents. Another impirtant ascpect is whether policies are being adequately implemented or not. The Maltese Educational System is faced with diverse cultures and backgrounds, and one must therefore attempt to pinpoint problems within the Maltese Educational System and co-education. Awareness about transgenderism, and the need for additional specialised training has also been discussed. Support received from various stakeholders both positively and negatively has also been highlighted. These results suggest that the current Educational System should be supplemented with further training and awareness about transgenderism to students, school staff, professionals, and even parents and/or caregivers; as well as for policies to be implemented further. The objective of this research with regards to social work is to help educate social workers further about transgenderism, since it is possible that they may find themselves working with a transgender child. This reseach would also help provide a means to assist social workers and any other professionals, to advocate and improve the rights of transgender children at school.