10 False Claims Refuted

We refute false claims that are contained in the updated

Scottish Government’s Guidance Supporting Transgender Pupils in Schools

The revised Scottish Government guidance (September 2025) retains many of the spurious claims made in the 2021 version. It relies on outdated, low-quality, or anecdotal sources rather than robust, peer-reviewed evidence. Even its recommended resources at the end of the guidance are the productions of activist organisations which have little or no professional expertise regarding child psychological development or effective teaching and learning. There is little doubt that the Scottish Government remains committed to producing guidance for schools that is not impartial in the slightest and is invested in promoting ideology and falsehoods rather than truth and reality. Below, we respond to 10 of the major falsehoods that the Scottish Government are promoting as facts.

1. Transgender children exist

The term ‘transgender’ is a rebrand of the adult term, ‘transsexual’.  There are children who are non-conforming regarding stereotyped sex roles and there are children who are confused about their sexuality as they develop but no child is ‘born in the wrong body’ and no child is transgender, it is a 21st century invention.

2. Transgender youth face a 57% lifetime attempted suicide rate (p.8,citing 2018 US study).

This alarmist statistic draws from a non-representative online sample of 120 US trans youth (mostly clinic-referred), with no causal link to a presentation of 'gender identity’ problems alone; it ignores confounding factors like co-morbidities. This claim has been repeatedly disproved by robust research (M. Biggs, 2022).

3. Parental support for a trans identity improves mental health (p. 34, citing Travers, R, 2012).

The Cass Review was clear that there was no evidence showing long-term mental health benefits from 'social transition'. The study quoted in the Scottish Government guidance was a small, self-selecting sample lacking longitudinal data or controls for selection bias and wrongly equates correlation with causation.

4. 83% of trans youth with mental health issues have been bullied at school (p. 13, citing a 2015 LGBT Youth Scotland survey)

This claim is based on a tiny, non-random sample of 47 self-identified, trans respondents with no comparison group or verification of bullying. It has no relevance or value in relation to Scotland's 700,000+ pupils.

5. Trans youth have elevated rates of depression, self-harm, and eating disorders compared with their peers (p. 9, citing a 2016 review of 15 studies from 2011–2016). 

Post-2016 evidence, including Cass, highlights the presence of pre-existing mental health conditions that are significant as being contributory factors to a child's expression of a false belief about the body as being ‘wrong’, yet the guidance presents these conditions as secondary.

6. Social transition should be affirmed to support wellbeing. (p. 16-21). 

This is quite wrong. The Cass Review is clear that there is no evidence to support this claim. Dr Cass also highlights that there is potential harm from affirmation because it bypasses explorative approaches that could elucidate longstanding mental health and relationship difficulties

7. The guidance infers that being transgender is not a child protection or wellbeing concern. 

This has no empirical backing and ignores the evidence from Cass and NHS reviews showing high rates of safeguarding risks in relation to those children who state that they are ‘trans’. It is more than likely that children claiming to be ‘trans’ warrant the need for further assessment to establish why they have gravitated towards using a false concept in which they express a desire to be the opposite sex. It is very much a concern that risks being overlooked if the professionals accept the guidance at face value.

8. Schools should not view gender exploration as 'just a phase' (p. 16-17, implicit in affirmation advice). 

This claim by the guidance ignores Dr Cass’s findings. Most children and teenagers desist from identifying as the opposite sex, simply by going through puberty and moving into adulthood.

9. Trans pupils should access facilities aligning with gender identity where

possible (p. 22-25, updated for single-sex defaults but retaining flexibility).

This potentially could ignore the Supreme Court ruling (April 16th 2025) which states clearly on biological sex. No evidence is cited for individuals’ safety. The guidance offers no data-driven evidence beyond anecdote.

10. The curriculum should include trans-inclusive education (pp50-52, pp58-63 to

reduce bullying and improve outcomes).

There is no evidence proving that this will improve the curriculum, inclusion, or prevent bullying. This approach is supported only by surveys from lobby groups (e.g.,TIE, LGBTYS).

Carolyn Brown    ScotPAG Convenor

June Campbell ScotPAG Administrator