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

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Title: Re-examining the Cass Review: A critical commentary on gender diversity research.
Authors: Sargeant, Cora (AUTHOR), O'Hare, Dan (AUTHOR), Markland, Beckett (AUTHOR), Wright, Sarah (AUTHOR)
Source: Educational & Child Psychology. Jul2026, Vol. 43 Issue 1, p109-129. 21p.
Subjects: Educational psychologists, Gender affirming care, Oppression, Sexual diversity, Conversion therapy, Young adults
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Re-examining the Cass Review: A critical commentary on gender diversity research.
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  Data: <searchLink fieldCode="AR" term="%22Sargeant%2C+Cora%22">Sargeant, Cora</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22O'Hare%2C+Dan%22">O'Hare, Dan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Markland%2C+Beckett%22">Markland, Beckett</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wright%2C+Sarah%22">Wright, Sarah</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jul2026, Vol. 43 Issue 1, p109-129. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+affirming+care%22">Gender affirming care</searchLink><br /><searchLink fieldCode="DE" term="%22Oppression%22">Oppression</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+diversity%22">Sexual diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Conversion+therapy%22">Conversion therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195412313
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      – Type: doi
        Value: 10.53841/bpsecp.2026.43.1.109
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      – Code: eng
        Text: English
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      – SubjectFull: Gender affirming care
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      – SubjectFull: Oppression
        Type: general
      – SubjectFull: Sexual diversity
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      – SubjectFull: Conversion therapy
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      – SubjectFull: Young adults
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              M: 07
              Text: Jul2026
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              Y: 2026
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