an autobiographical experience essay 500 words

How to Write an Autobiography Fast

Writing your autobiography is like exploring a treasure trove of memories that make up your life. But starting can feel overwhelming. Where do you begin? How do you turn your experiences into a compelling story? Don't worry – this guide is here to help. Whether you're a seasoned writer or a total beginner, we'll break down the process of how to write your autobiography into easy-to-follow steps. Together, we'll uncover the magic of storytelling and turn your life into a captivating reflective essay that's uniquely yours. Get ready to start this adventure of self-discovery and creativity!

What Is an Autobiography

The autobiography definition explains it is a written account of a person's life penned by the individual who has lived those experiences. It is a personal narrative that chronicles significant events, reflections, and emotions throughout various stages of the author's life. Unlike a biography, which is typically written by someone else, an autobiography provides a firsthand perspective, allowing the author to share their thoughts, memories, and insights. It is a cogent medium for self-expression, enabling students to convey the essence of their unique journey, impart lessons learned, and leave a lasting record of their lives for themselves and others to explore.

Need Help With Writing an AUTOBIOGRAPHY?

All you have to do to get professional help is to us send your paper requirements and set the deadline.

Autobiography vs. Biography: What’s the Difference

The key distinction between an autobiography and a biography lies in the authorship and perspective. An autobiography is a personal account of one's own life written by the subject themselves. It offers an intimate insight into the author's experiences, emotions, and reflections. For instance, in "The Diary of a Young Girl," Anne Frank provides a poignant autobiographical account of her life hiding from the Nazis during World War II. On the other hand, a biography is a narrative of someone's life written by another person. It often involves extensive research and interviews to present a comprehensive and objective view. A notable example is "Steve Jobs" by Walter Isaacson, a biography offering an in-depth portrayal of the Apple co-founder, drawing on interviews with Jobs himself and those who knew him. While both genres illuminate lives, the crucial difference lies in the source of the narrative – whether it emanates directly from the subject or is crafted by an external observer.

A biography vs autobiography offers distinct perspectives on individuals' lives, shaping narratives through either personal reflections or external observations. Maya Angelou's "I Know Why the Caged Bird Sings" is a powerful autobiography chronicling her tumultuous childhood and journey toward self-discovery. In contrast, a notable biography like "Leonardo da Vinci" by Walter Isaacson delves into the life of the Renaissance polymath, painting a vivid picture through meticulous research and analysis. Autobiographies often provide a deeply personal lens, as seen in "The Glass Castle" by Jeannette Walls, where Walls recounts her unconventional upbringing. In contrast, biographies such as "Unbroken" by Laura Hillenbrand meticulously document the extraordinary life of Louis Zamperini, offering a comprehensive view shaped by the author's investigative work. These examples underscore the unique storytelling approaches each genre employs, either from the firsthand perspective of the subject or the external perspective of an author.

Autobiography Example

Ready to explore autobiography examples? We've got a cool section coming up where we'll check out two awesome examples. Autobiographies are like personal tours into someone's life, and we'll be looking at the stories of Alex Sterling and Trevor Noah. They've poured their experiences onto the pages, and we're going to see what we can learn from their journeys. Get ready to be inspired and maybe even think about telling your own story down the line. Let's dive in!

Example 1: “Wanderer's Odyssey: The Uncharted Life of Alex Sterling”

This autobiography recounts the life of a character born in a bustling city who, driven by a thirst for adventure, leaves behind urban life to explore the open road. The narrative explores the protagonist's experiences of hitchhiking, forming connections, and finding self-discovery in the midst of the unpredictable journey. The story emphasizes the lessons learned from the road, the challenges faced, and the ultimate embrace of authenticity. The epilogue reflects on the character's life as a well-lived odyssey, highlighting themes of resilience, connection, and the pursuit of one's true identity.

Example 2: “Echoes of Eternity: The Memoirs of Amelia Reed”

This autobiography follows a character from a countryside village who harbors expansive dreams of adventure. The narrative unfolds as the protagonist sets out to pursue these dreams, facing trials and triumphs that shape their character and lead to self-discovery. The story emphasizes the transformative power of embracing the unknown, with the epilogue reflecting on a life well-lived, highlighting the legacy of fulfilled dreams and the enduring impact on future generations. In addition to examples, we have samples of narrative essay topics that might be useful for you as well.

Tell your story with EssayPro . Our skilled writers can help you craft an autobiography that truly reflects your journey. Share your unique experiences and life lessons in a way that resonates with readers.

Autobiography Elements Explained

Writing an autobiography provides a personal account of one's experiences, achievements, challenges, and personal growth. While each autobiography is unique, certain common elements are often found in this genre:

Introduction

• Autobiographies typically begin with an introduction where the author sets the stage for their life story.
• It may include background information such as birthplace, family, and early experiences.

Birth and Early Years

• Authors often include details about their birth, childhood, and family background.
• Early influences, relationships, and experiences that shaped the individual may be highlighted.

Significant Life Events

• Autobiographies focus on key events and milestones that have had a significant impact on the author's life.
• This could include achievements, failures, relationships, and other impactful experiences.

Challenges and Obstacles

• Autobiographies explore the challenges and obstacles the author faced throughout their life.
• This can include personal struggles, professional setbacks, or other difficulties.

Personal Growth and Development

• Authors reflect on their personal growth and development over the years.
• This may involve self-discovery, learning from experiences, and evolving perspectives.

Achievements and Milestones

• Autobiographies highlight the author's achievements, whether personal, professional, or both.
• Major milestones and successes are often detailed to showcase the individual's journey.

Influential Relationships

• Autobiographies frequently discuss relationships with family, friends, mentors, and significant others.
• The impact of these relationships on the author's life is explored.

Reflection and Insight

• Authors often reflect on their lives, offering insights into their beliefs, values, and lessons learned.
• This section may also include the author's perspective on the world and society.

Themes and Motifs

• Autobiographies may explore recurring themes or motifs that run throughout the individual's life.
• Common themes include resilience, determination, love, loss, and personal identity.
• Autobiographies typically conclude with a summary or reflection on the author's life.
• The author may share their current perspective and future aspirations.

Writing Style

• The writing style can vary, ranging from a formal tone to a more conversational and reflective approach.
• Authors may use literary devices and storytelling techniques to engage readers.

Remember that autobiographies are highly personal, and the structure and emphasis on different elements can vary widely depending on the author's preferences and purpose for writing.

Autobiographical Essay Structure

Autobiographies typically follow a chronological order, beginning with the author's early life and progressing towards the present or a significant moment. The introduction sets the stage, introducing the author and offering insight into the main themes. As you can see in an autobiography example, the narrative then unfolds, exploring the author's significant life events, challenges faced, and personal growth. Achievements and milestones are highlighted, and the impact of influential relationships is examined. Throughout, recurring themes and motifs add depth to the narrative. In the reflection and insight section, the author shares personal lessons learned and beliefs. The conclusion summarizes the autobiography, reflecting on the author's life and future aspirations.

Learning how to start an autobiography involves captivating the reader's attention while providing context. Authors often employ engaging anecdotes, vivid descriptions, or thought-provoking statements related to the overarching theme of their lives. The goal is to draw readers in from the beginning and establish a connection between the author and the audience. In the introduction, authors can introduce themselves to the reader. This can be done by sharing a captivating snapshot of their life or posing a question that intrigues the audience. The autobiography introduction sets the tone for the entire narrative, providing a glimpse into the themes and events that will be explored in the autobiography.

The autobiography conclusion offers the culmination of the author's life story. Here, authors often summarize the key points and experiences shared throughout the narrative. It is a moment of reflection, where the author can offer insights into the significance of their journey and the lessons learned along the way. The conclusion may also touch on the author's current perspective, providing a sense of closure to the narrative while leaving room for future aspirations and growth.

Literary Forms of Autobiography

Autobiographies, while generally a non-fiction genre, can take on various literary forms and styles. Here are some literary forms commonly found in autobiographical works:

Traditional Autobiography

• The straightforward narrative of an individual's life, which is usually written by the person themselves. It follows a chronological order, covering significant events and experiences.
• Similar to an autobiography but often focusing on specific themes, periods, or aspects of the author's life rather than a comprehensive account. Memoirs often delve into personal reflections and emotions.

Diary or Journal Form

• Some autobiographies adopt the form of a diary or journal, presenting the author's life through dated entries. This format provides a more immediate and personal perspective.

Epistolary Autobiography

• Written in the form of letters, an epistolary autobiography may consist of the author addressing themselves or others. This style adds an intimate and conversational tone to the narrative.

Graphic Novel or Comic Memoir

• Autobiographical stories are presented in a graphic novel or comic format. Visual elements complement the written narrative, providing a unique and engaging way to convey personal experiences.

Experimental or Nonlinear Autobiography

• Some authors choose to play with the chronological order, presenting their life story non-linearly. This experimental approach can create a more artistic and challenging reading experience.

Biographical Fiction

• While not entirely autobiographical, some authors write fictionalized versions of their own lives. It allows for creative exploration and artistic liberties while drawing inspiration from real experiences.

Travelogue Autobiography

• Autobiographies that take on the form of a travelogue often focus on the author's journeys, both physical and metaphorical. The narrative is shaped by the places visited and the impact of these experiences on personal growth.

Essayistic Autobiography

• Autobiographies that incorporate elements of essays, exploring themes, ideas, and reflections on the author's life. This form allows for a more contemplative and philosophical approach.

Collaborative Autobiography

• Co-written autobiographies involve collaboration between the autobiographical subject and a professional writer. It is common when the subject may not be a writer but has a compelling story to share.

These literary forms highlight the versatility of autobiographical writing, showcasing how authors can creatively shape their life stories to engage readers in various ways. Are you working on other academic assignments? Use our term paper writing services to put your finger on any pending task at hand quickly and for a reasonable price.

How to Write an Autobiography in 5 Steps

Writing an autobiography can be a rewarding and reflective process. Here's a simplified guide in 5 steps to help you get started:

Step 1: Reflection and Brainstorming

Begin by reflecting on your life, considering important events, challenges, and moments of growth. Make a mental inventory of key experiences and people who have influenced you.

Step 2: Establish a Focus

Choose a central theme or focus for your autobiography. This could be a specific period of your life, a significant achievement, or a recurring theme that ties your experiences together. Having a clear focus will guide your writing.

Step 3: Create a Chronological Outline

Develop a rough chronological outline of your life story, starting from your early years and progressing through significant events to the present or another crucial point. Identify key moments and experiences to include in each section.

Step 4: Write with Detail and Emotion

An important aspect of how to write an autobiography for college is appealing to emotion. As you delve into each body paragraph, share your story with vivid details. Use descriptive language to bring your experiences to life for the reader. Infuse your writing with emotion, allowing readers to connect with the depth of your personal journey.

Step 5: Conclude Reflectively

In the concluding section, summarize the key aspects of your life story. Reflect on the significance of your journey, the lessons you've learned, and how you've grown. Provide insights into your current perspective and aspirations for the future, bringing your autobiography to a thoughtful conclusion.

Writing Techniques to Use in an Autobiography

When you write an autobiography, the process involves employing various techniques to make the narrative engaging, evocative, and compelling. Here are some tips for writing autobiography commonly used in autobiographies:

Descriptive Language

• Use vivid and descriptive language to paint a detailed picture of events, people, and settings. Engage the reader's senses to create a more immersive experience.
• Incorporate dialogue to bring conversations to life. Direct quotes can provide authenticity and convey the personalities of the people involved.

Show, Don't Tell

• Instead of merely stating facts, show the emotions and experiences through actions, reactions, and sensory details. 

Flashbacks and Foreshadowing

• Employ flashbacks to delve into past events and foreshadowing to create anticipation about future developments. 

Metaphors and Similes

• Use metaphors and similes to enhance descriptions and convey complex emotions. Comparisons can make abstract concepts more relatable.
• Integrate symbols and motifs that hold personal significance. This adds depth to the narrative and can be a thematic thread throughout the autobiography.

Humor and Wit

• Infuse your writing with humor and wit when appropriate. 
• Introduce suspense by strategically withholding information or revealing key details at crucial moments. 

First-Person Perspective

• Utilize the first-person point of view to offer a direct and personal connection between the author and the reader. 

Dramatic Irony

• Introduce dramatic irony by revealing information to the reader that the author may not have known at the time.

Parallelism

• Create parallel structures within the narrative, drawing connections between different periods, events, or themes in your life. 

Experimenting with different styles can make your story more engaging and memorable for readers. If you haven’t used these techniques in your paper, simply say, ‘ edit my essay ,’ and our experts will imbue stylistic and creative devices in your document to increase its scholarly value.

Benefits of Writing an Autobiography

Working on an autobiography can be incredibly beneficial on a personal level. When you take the time to reflect on your life and put it into words, you gain a deeper understanding of yourself. It's like a journey of self-discovery where you uncover patterns, values, and beliefs that have shaped who you are. This process not only promotes self-awareness but can also help you grow and bounce back from tough times. Writing about challenging moments can be a therapeutic release, allowing you to confront and make sense of your experiences, leading to emotional healing.

On a broader scale, sharing your life story through an autobiography has its impact. It becomes a piece of history, offering insights into the times you've lived through, the culture around you, and societal changes. Your personal narrative connects you with others, creating empathy and understanding. Autobiographies often inspire people by showing that it's possible to overcome challenges, find purpose, and navigate the ups and downs of life. By sharing your story, you become a part of the larger human experience, contributing to a rich tapestry of diverse stories that help us better understand the shared journey of being human. Order an essay or any other type of task to streamline your educational progress is only a few clicks.

Best Piece of Advice for Making Your Autobiography Spot-on

The most valuable advice on how to write an autobiography is to infuse authenticity into every word. Be genuine, raw, and honest about your experiences, emotions, and growth. Readers connect deeply with authenticity, and it's what makes your story uniquely yours. Don't shy away from expressing vulnerability, as it adds a human touch and makes your narrative relatable. Share the highs and lows, the triumphs and struggles, with sincerity, and let your true self shine through. This honesty not only enhances the impact of your autobiography but also contributes to a more profound connection between you and your readers, creating an authentic and memorable narrative. Here are additional tips for bringing your autobiography assignment up to par:

• Essential Details. Focus on key moments that significantly contribute to your story, avoiding unnecessary details.
• Thematic Cohesion. Introduce and explore recurring themes to add depth and coherence to your narrative.
• Authentic Expression. Embrace your unique voice, personality, and storytelling style to create an authentic connection with readers.
• Dialogue and Monologue. Use genuine dialogue and inner monologue to provide insights into your thoughts and emotions during pivotal moments.
• Symbolic Elements. Incorporate symbolic imagery or metaphors to convey deeper meanings and emotions.
• Strategic Foreshadowing. Use foreshadowing purposefully, providing subtle hints that contribute meaningfully to the overall narrative.
• Reflective Closure. Conclude your autobiography with a reflective summary that offers insights into the broader significance of your journey.

Our essay writers know many more tips regarding all possible types of academic tasks. If you ever find yourself in writer’s block, not knowing how to tackle any particular assignment, let us know!

Final Words

If you want to understand how to write a good autobiography, think of it as painting a vivid picture of your life for others to see. It's about being real, digging deep into your memories, and choosing the moments that really matter. Let your personality shine through in your writing – be yourself because that's what makes your story unique. Weave in themes that tie everything together, and use storytelling techniques like dialogue and symbolism to make your narrative come alive. And as you reach the end, leave your readers with some food for thought – a reflection on the bigger lessons learned from your journey. If you ever need assistance with this or any other college assignment, use our research paper services without hesitation.

Do You Need Some Help With Your AUTOBIOGRAPHY?

Address to out professional writers to get your paper done asap

How to Write an Autobiography?

How to start an autobiography essay, what is the difference between autobiography and biography, related articles.

How To Write An Autobiography

Autobiography Examples

Top Autobiography Examples & Samples For Your Help

Published on: Sep 10, 2021

Last updated on: Feb 12, 2024

People also read

How to Write an Autobiography - A Step-by-Step Guide

How To Write A Memoir - A Beginner's Guide

Autobiography vs. Biography - Learn the Differences

Autobiography Format - Forms and Elements

6 Types of Autobiography and their Comparison

Share this article

An  autobiography  is a story of a person's life written down or told. They are interesting to read, but they can be even more interesting to write.

An autobiography is different from a biography. A biography is someone else's story about a person's life. But, an autobiography is the person's own story about their life.

This may make autobiographies more interesting to read than biographies. Also, they give the thoughts and feelings of the person rather than someone else's interpretation.

There are many different stories in the world. Uniquely telling your story is not easy. You need to describe what is happening to make the reader feel like they are right there with you.

In this blog, you will learn about some amazing examples of autobiographies. So, start reading now.

Your first order with us is FREE!

On This Page On This Page -->

Autobiography Examples For Students

An autobiography is the story of someone's life written by them. They might write about their hardships or success. Here are some examples of autobiographies that might inspire you to write your own.

Short Autobiography Examples

This is a good example of a creative and interesting autobiography to read. It will teach you how to write your own great autobiography.

Autobiography Examples For Class 6

Autobiography essays are not easy to write. They are different from other essays because they tell the story of a person's life experiences. Every person has a lot of interesting experiences, so it can be hard to choose which ones to write about.

For your help, we compiled an example that you can use for your help and make your writing process easy.

Autobiography Examples For Grade 7

Only you know yourself best. Writing an autobiography is a great way to share your life with others. Everyone has a story to tell, and writing an autobiography is one way to leave your mark on history.

Here is an example that gives you a better idea of sharing your life story with others.

Autobiography Examples For College Students

An autobiography is a text that tells your life story. It can be in the form of a  memoir , which is more informal or more formal. Autobiographies can be written for different reasons:

• To introduce yourself to the world.
• To get into a program at school, for a job, volunteering, etc.

You can find more ideas for an autobiography from this example.

Note: As a college student, you might encounter confusion distinguishing between an autobiography and a statement of purpose . While both involve personal narratives, autobiographies provide a comprehensive life story, while statements of purpose focus on specific goals and qualifications for academic or professional opportunities. Understanding their distinct purposes and structures can help streamline your application processes effectively.

Autobiography Examples For High School Students

An autobiography is a self-written biography that someone writes about themselves. They might write about all of their life or just some parts. They do this to share their experiences, put them in a larger cultural or historical context, and entertain the reader.

Take a look at the below example and create a well-written one without any mistakes.

Spiritual Autobiography Examples

A spiritual autobiography is your life story. In it, you write about how God has been present in your life. This includes your journey in and out of organized religion and everything spiritual.

Writing your spiritual autobiography is a chance for you to identify specific experiences with God. You will then reflect on how those experiences have impacted you.

Below is an example for your ease.

Autobiography Examples in Literature

An autobiography is a book written by somebody about their own life. It tells the story of the author’s life, accomplishments, things they have done, etc.

The following is an example that can help you better understand how to write an autobiography.

Cultural Autobiography Examples

A cultural autobiography is more than just telling your life story. Your cultural identity reveals your beliefs and ideas about culture. It also shows how culture affects different cultural groups that make up who you are.

You may want to write a cultural autobiography better to understand yourself and your culture's role in your life. It is important to be aware of your own cultural identity in a multicultural world and be open to other cultures.

An example of a perfect cultural autobiography is below for your help.

Educational Autobiography Examples

The educational autobiography is a way to tell your life story. This type of autobiography includes what you did in school and how it affected other parts of your life.

Take a look at this example to see how to write a good educational autobiography.

Social Class Autobiography Examples

In most sociology classes, students are assigned to write a socio-autobiography. This assignment helps them understand that the subject is relevant to their daily lives. Your interactions with society have a big impact on who you become as a person.

Writing your social class autobiography is a great way to show people how you fit into society. The following example will show what kind of social autobiography looks like.

Autobiography Examples For Kids

Children are often encouraged to write an autobiography, but few people recognize the importance of this task. Everyone has something special from their childhood that they should remember and reflect on. Writing about your life is a good way to do this.

There are many different ways to write an autobiography. If you are writing about yourself, it is best to start by writing about your early life and work experience.

You can also mention your school experiences. After that, you can write about other topics that may be of interest to readers, like your hobbies or interests.

Here is an example that will help in starting an autobiography.

We all have the opportunity to write our own story, but it doesn't always come easy. If writing about yourself seems difficult, then follow the examples mentioned above.

However, if you want a professional writer to write it for you, just say ' write an essay for me ' and consult a professional at CollegeEssay.org .

We have expert writers who will help you write an autobiography, personal narrative, college essay, and any academic assignment.

AI essay writing tools are also readily available to provide you with additional assistance and support.

Nova A. (Literature, Marketing)

As a Digital Content Strategist, Nova Allison has eight years of experience in writing both technical and scientific content. With a focus on developing online content plans that engage audiences, Nova strives to write pieces that are not only informative but captivating as well.

Paper Due? Why Suffer? That’s our Job!

Keep reading

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

How to write an Autobiography Essay - The Ultimate Guide

What is an Autobiography?

Types and formats of autobiography.

• Tips to Make Your Autobiography Interesting

How to Write an Autobiography Outline/Structure

Three things to consider when writing an autobiography essay, seven steps on how to write a good autobiography essay, how to start an autobiography essay, how to conclude an autobiography essay, facts to spice up your main body.

Is writing an autobiography essay causing you goosebumps, even the mere mention of it? Well, we all have been there because putting together an autobiography essay is challenging.

You are maybe thinking to yourself that you are not the caliber of Bill Gates, Barack Obama, Nelson Mandela, Vladimir Putin, or Mahatma Gandhi, and writing an autobiography will not count. Your feeling is justified. Every college and university student we have helped write an autobiography essay has confessed that they knew not how to start an autobiography.

As if that is not enough, most students fear the mention of autobiography writing being part of their assignments. Just a by the way, because an autobiography is just like an  essay about yourself , you need not panic. Anybody, famous or not, who feels like writing an autobiography can do so. Therefore, we compiled this comprehensive autobiography essay-writing guide.

Do not panic, and look for the best autobiography example yet. We know how fulfilling writing an autobiography essay feels. With this guide on how to write an autobiography essay, we make you become a hero of your story.

To define it simply, an autobiography is a non-fictional narration written by a writer (subject) about their own life from their perspective. Because everyone has a story- it could be long or short- that is what makes an autobiography.

Autobiographies fall under the genre of biographies and are common among the general readings accessible to the public.

There is always something that fascinates you or that which your friends define you as. And when you share that something with the world, you will be writing an autobiography. Unlike a biography that is an account of someone written by someone else, an autobiography is written by a person : you write your own autobiography but someone writes your biography.

If you are looking to write an outstanding autobiography about yourself, the trick is to treat it as if it is the best story, you ever will read. Like most stories, make it have a hook, a narrator, a central idea, and themes, and bring in special characters.

Unlike the long-held belief, writing an autobiography is not a praise to one's self. Instead, it can be writing to store professional or life memories as one lives and impacts the world.

Autobiography Vs. Biography and Memoir

Although biography and autobiography fall within the same genre: bibliographies, they have glaring differences. While biographies are written about someone by another person, autobiographies are written by an individual about themselves. In this case, the autobiographies are written using the introspective approach.

An autobiography is also a first-person account of the author while a memoir only documents part of the life story of a person. memoirs are also more focused on a given era of someone's life, often linking it to a given lens or perspective. It is also more focused compared to the general autobiography.

10 Authority Autobiography examples to emulate

Our Autobiography example has all these tenets factored in. The greatest way to get inspired on how to begin writing autobiographies is by reading the autobiographies of the most famous people.

Such autobiography examples help in developing the essence, flow, and ideas on how to write your own autobiography.

Some of the most inspirational autobiography examples include:

• Dreams from My Father by Barack Obama
• Long Walk to Freedom by Nelson Mandela
• Anne Frank The Diary of a Young Girl
• Open by Andre Agassi
• The Autobiography of Benjamin Franklin by Benjamin Franklin
• The Autobiography of Malcolm X by Malcolm X.
• Agatha Christie: An Autobiography by Agatha Christie
• On Writing: A Memoir of the Craft by Stephen King
• A Moveable Feast by Ernest Hemingway
• The Story of My Experiments with Truth (the autobiography of Gandhi)

These are the top ten best autobiographies that everyone has to read before they write their own or before their demise.

Remember, an autobiography is a firsthand experience of the author written by the author. It is intended for the readers to understand the hidden and open side of the author.

There are various types of autobiography formats you can choose to adopt. 

Autobiographies need to flow in a particular format. There are many formats to follow when writing an autobiography. They include:

1. Traditional Autobiography Format

This is a format where the author begins recording events chronologically from birth to their current situation. Some of the notable traditional autobiography examples include: The autobiography by the late Nelson Mandela titles Long Walk to Freedom.

This type of autobiography is the fullest and longest story someone writes about themselves. In most cases, these are written for personal use, which helps store memories. In some circumstances, prominent people write their autobiographies for sale. We've seen autobiographies of prominent people like Obama , Nelson Mandela , Trevor Noah , and Paramahansa Yogananda .

These are autobiographies created for the general public. In essence, an autobiography details the date of birth until the day you are writing. It entails the goals, challenges, encounters, triumphs, failures, and every other tiny detail. If you are busy and would like someone to write your autobiography, there are many services where you can hire an autobiography ghostwriter to write your story.

2. Vignettes

In this autobiography format, the author presents their story in the form of short chapters that describe and focus on particular events in the life of the author. Therefore, to complete a full autobiography, the author combines a collection of Vignettes. A sound autobiography example following the format is the

  A Well-Lighted Cafe section written by Ernest Hemingway' It was very late, and everyone had left the cafe except an old man who sat in the shadow the leaves of the tree made against the electric light. In the daytime, the street was dusty, but at night the dew settled the dust, and the old man liked to sit late because he was deaf and now at night it was quiet, and he felt the difference. The two waiters inside the cafe knew that the old man was a little drunk, and while he was a good client, they knew that if he became too drunk, he would leave without paying, so they kept watching on him.

3. Personal Narrative Autobiographies

Unlike the vignettes which focus on the events, the personal narratives or personal essays focus on a single moment. In this autobiography example, the events are described through dialogue or imagery. Essentially, students are usually assigned autobiography essays where they detail their experiences at one moment. It is also a common feature on the part of personal essays and admission essays. Examples of potential autobiography titles include: How I climbed Mount Everest or How I Narrowly Escaped the 911 Incident.

Memoirs are autobiography examples where there is a razor-sharp focus on the particular aspects of an individual say their political success, their business success, or their public speaking prowess. Notably, some of the common themes include philosophy, politics, religion, or history. To that effect, a good memoir autobiography example is Night by Elie Wiesel.

5. Personal Essay

A personal essay also fits as a form of autobiographical writing. It is an emotional and very intimate form of writing where you share your experience, encounters, beliefs, values, principles, philosophy, and ambitions with the readers (mostly the admissions committee) in an in-depth manner to help them pick you for a spot in college, graduate program, MBA, or a scholarship.

A personal statement should help your readers have a smaller and bigger picture of yourself or events around your life as well as understand your feelings through your words.

A personal essay entails describing how a given encounter, scenario, or situation happened in your life and how it influences your choice or impacted your life and worldview.

To be specific, given that personal statements can be between 500 words and 1000 words essays, they are the shortest form of autobiographical writing just like college essays.

6. Autobiographical college essays

Many students write college entry essays where they give details about themselves. With this type of autobiographical writing, you must convince the admissions committee that you are a worthy candidate for your dream college.

Most of the college essays are short essays but bear the greatest burden of convincing the admissions officers that you should be accepted. For this reason, these essays have a conditional word limit beyond which the officers discard the content. In modern times, there are tabs where students paste college essays. These tabs will only take the defined content length and characters. Therefore, you have to be smart, clear, concise, and convincing.

Let it be known here and now that college essays are not your CV or resume. Instead, they should bring out your personality, values, and everything else that is not professional.

11 Proven Tips to Make Your Autobiography Interesting

When writing your autobiography/memoir, you are writing a story about yourself by yourself. It is entirely different from a biography, where someone else writes a story about you. Now, to craft an award-winning autobiography, there are certain principles that you must observe.

Grab the attention of your audience from the onset

An autobiography needs a good entry point. Like other essays, the readers will judge the entire text based on how exciting and attractive your introduction is. Therefore, strive to convince your audience about the uniqueness of your story and remind them that it is worth their time.

As you fall your harmer on the introduction, ensure that you have a snapshot of your entire autobiography that creates a personal connection to your readers. And because we read, experience, and hear life stories, chances are that your readers will relate if you have a welcoming introduction.

Keep it logical

Ensure that your autobiography has some great flow right off the bat. Have a clear theme, thesis statement, plot, and climax. If there is some chronological aspect in your autobiography, every piece within your story builds on the other brick by brick.

Make it interesting and brief

Always avoid writing superfluous words to fill pages in the name of an autobiography. Instead, when revealing personal details, your selection of words should prove that you are a writing nerd.

To invite, keep, and irrigate your readers, ensure that you engage sensory details. Provide vivid details in your essay and let the audience smell, touch, and feel your world. We liken writing an autobiography to invite someone in a world of your own in writing. Therefore, even if it means using spatial order in your autobiographical essay , ensure that your audience can have the full picture of your world.

Keep it easy

Never use vocabulary. Instead, stick to being simple and have a good flow by introducing relevant transition words. Do not water the weight of the autobiography essay by bogging down your main points with unnecessary details.

Write from the first-person perspective

It is all about you and you have to make frequent references to yourself, so this is even self-explanatory. This is a type of writing where you are allowed to use I when expressing ideas and thoughts.

First-person narration is allowed in an autobiographical essay. Essentially, since it is an essay about yourself, there is not so much limit on using I, me, or we in your essay. Autobiography writing conventions are slightly different from the rules of academic writing where personification is prohibited.

Let the audience hear your personal voice, which is your elemental purpose anyway, through the words you write. Personification also brings to life the connection with the audience at a personal level.

Have a central theme

Your autobiography has a purpose, and that must be very clear. Most of the exceptional autobiographies have central themes that guide the tone of the author.  

Some of the common themes include success, determination, endurance, patience, resilience, and bravery, just to mention a few. Having the central theme can make it easy to keep the readers glued and in suspense after every sentence.

Once your autobiographical essay has a central theme, match your life experience and episodes to it. Let your story have an in-depth meaning that the readers should decode as they chew your narration.

Understand the audience

Since you are writing a personal  profile essay , you should be wary of the audience and what makes them entertained. Essentially, the audience guides the theme, word choice, and length.

Avoid triviality

Avoid things that sound like cliché. Yes, those are common with biographies. Even though autobiographies are formal essays or papers about yourself, put slang and colloquial expressions at bay.

It is not a personal diary or a resume

Even though you are getting candid and revealing to capture the attention of the audience, be mindful of what you share. Do not go to the minute details. Have some set boundaries of what goes in your autobiography.

When writing your autobiographical essay for college, the admissions officer already has your resume. Do not make a mistake of presenting your grades and academic performance.

Instead, dwell on your character, personality, principles, and values outside of school. Assume that you are writing for someone who will only judge and know you through your words. Let them read your unique story and make you part of the college fraternity.

It should never be so long

If it is an autobiography essay, it can be between 500 words and 3000 words, depending on the context and purpose. If it is for admission to college, your autobiography should be around 3000 characters, but they always specify. Like long admission essays, long autobiographies get repetitive and boring.

Mind your tenses and tone

When telling any story, choosing one verb tense matters a lot. Decide the tense that you want to use and maintain it throughout your storytelling. Let there be consistency in the selected tense in your autobiographical essay. Using past or present tense is allowed when writing about the past but you must not change your tenses to an extent of disrupting the flow of your story midway.

An outline for your autobiography helps you understand what falls where and organize its flow. Remember, an autobiography has to have an introduction, body, and conclusion.

The structure depends on the type of autobiographical writing you are doing. However, since this guide depends on the basic autobiography structure, here are the basic autobiographical structuring principles you should adhere to when writing your essay.

The Introduction

The introduction should be clear and concise about who you are. Fundamentally, this means a brief and succinct description of yourself, your early life, challenges, and how you got to where you are. Ultimately, you can also define the theme (s) at this level.

We have written an entire section on how to start an autobiography (in the later sections of this guide). It is no different from an introductory paragraph of an essay. It serves as an entry point that grabs the attention of the readers and presents them with the gist of your writing.

It should not be very long but clear, concise, and coherent. Besides, it has to provide your portrait to the readers so that they understand your story from your perspective.

The Main Body

The body should have segments of your life in paragraphs to give an understanding of every event and occurrence. You should highlight the childhood phase, adolescent phase, early adulthood phase, and more in that order. Vividly, it is also in this segment that you highlight your hobbies, academic achievements, and experiences including jovial and sad moments.

In short college autobiographical essays, the body can be a paragraph or two. However, in longer autobiography writings, the paragraphs can be more, each with its idea.

As a rule of the thumb, the main body forms 80% of the total word count. The remaining 10% goes to the intro and the 10% to the conclusion.

The conclusion

In the closing paragraph of your autobiography ensure that you exercise brevity. You would want to present the theme, and the lesson of your life, your quotes, or your personal philosophy-just make it different and unique. It is also here that you highlight the intention of writing the autobiography.

Make it impressive, strong, and engaging enough to create some link and make your readers yearn to read more. Mention the lessons, changes you've made to life, and the new world views that have emerged. If there are negative encounters, talk about how your values and resilience enabled you to overcome them.

Learn how to start or end your autobiography in the next sections.

To this end, if all you need is someone to write your autobiographical essay, we have the best autobiography essay writers .

Here is a great  sample autobiography in PDF format .

1. Simplicity

Above all, the simpler your autobiography is, the higher the likelihood that it will entertain and stick in the memories of the readers. Ordinarily, a simple language also makes it accessible by a large audience.

2. Rationality

Only write what is humanly possible. Avoid irrational bluff like supernatural powers. In this, you must develop a clear thesis statement that gives an overview of the autobiography and its central theme.

3. Keep it interesting

Nobody wants something boring in the form of an autobiography. All ten autobiography examples are succinct, simple, and have an interesting language and approach. Writing personal details unknown to anyone is also interesting on its own. Therefore, at whatever cost, make your autobiography exciting.

Primarily, there are different autobiography templates online, which can give you a picture of how to approach an autobiography.

However, once you are equipped with the autobiography outline, remember the three factors to consider, and curate the best piece there ever is.

Writing an autobiography is a humbling experience. It gives you the chance to delve into your past and uncover some things about you that might have been washed away down memory lane.

Ordinarily, with these tips, you can become an award-winning autobiography writer sought by great people to ghostwrite their autobiographies. Autobiographies are treasured and the moment your family has one, rest assured they will cherish you vividly.

When asked to write their autobiography essay, most college students get confused. Apart from just giving you an example, we felt it is wise to cover some tested methods to write the best autobiography essay.

If you are wondering how to write an autobiography about yourself or how to write an autobiography for school, we have your back. The good thing, you can scroll through this article as you sip some espresso, cold beverages, or as you chat with friends over dinner. Now, let's get the ball rolling.

Here are some tips for writing a killer autobiography that would leave people yearning for more.

Step 1: Chart your Timeline to Date

The very first step is always to research more about who you are, how you have lived, and what your contributions to life have been. It is important to have a timeline of your life, which entails some important/major milestones. Ensure that you have included all the important dates, events, and occurrences. Here are some questions to help:

• Where were you born?
• Who were your parents?
• What is your family history?
• Can you trace your ancestry?
• Where do your parents live?
• Do you have siblings, and how have they impacted you?
• What college did you attend?
• What was your major?
• What places would you like to visit and why?
• What are your best skills?
• Who has hurt you in life?
• What is your personal philosophy?
• What doctrines do you value in life?
• Who do you look up to?
• How do you handle negative events?
• What is your personality type?
• What was the most important lesson you have ever learned in your life?
• Can you remember your childhood? Can you connect it with your current life?
• What has been your career, relationship, and life journey?
• Have you had bad events?
• What are your goals for the future?
• What famous quote can describe your life?
• Who influenced your personal development?
• Who is your greatest role model?
• What do you want to become in your later life?
• What demoralizes you?
• What is your family's social and ethnic background?

This initial stage is meant to brainstorm many ideas and build facts that you will use to support points in your autobiography. When you eventually have a list of what you are to write, you have achieved writing the autobiography already.  

Step 2: Define the major influencers in your life

We began by stating that well-written autobiographies sound like great stories. When someone is reading your autobiography, they want to understand how it feels like to be you.

Therefore, authenticity and honesty win the hearts of the readers. In this case, your autobiography should not stick to the college essay canonicals. Instead, it should expose your life the way it was and is currently.

The best way is always to write as though you are narrating to a close friend, without holding back. Also, ensure that your intention when writing is to reveal your personality. And when writing it from your perspective, choose those that matter, who have in one way or another impacted your life.

Step 3: Maintain Authenticity All-Across

The way through a great autobiography is to reveal everything about oneself. Sometimes, these autobiographies come out as critical motivations to those facing similar life situations.

So, it would help if you always reflected the truths about yourself and your identity in your autobiography. Never should it be limited to achievements, while masking some negative occurrences.

Instead, it would be best if you offered your story in full-length comprising of both accolades and scorns, mistakes and wins, successes and failure, and everything in white and black.  

Sometimes, try to reveal your philosophies, including how your life has become hard or good based on them. If you have opinions and ideas, do not hold them back.

Step 4: Take Keen Note of Events and Occurrences

Human life is measured in terms of events, both good and bad. Therefore, while looking back into history, acknowledge past events and how they have shaped your future.

For instance, a tough upbringing could have made you escape the teeth of peer pressure or early pregnancies. Look at cultural events, festivals, celebrations, norms, deaths, and any other event and relate it to your current life.

Step 5: Have a Creative Outline

An autobiography begins with an outstanding introduction. The introduction can have a hook to steal the attention of the readers and keep them. Your introduction must not be your date of birth, which has become a cliché.

Sometimes, it is also good to construct the body of the autobiography, based on selected worthwhile themes. The themes and the plot form the body. The plot can consist of obstacles, wins, or achievements and must have a climax and a resolution in the end.

Let your structure remain focused with a plot, characters, event, and encounters well mapped out. An autobiography with a perfect structure will be written flawlessly and within the shortest time.

Ensure that you induce a sense of excitement in your readers off the bat. As you begin your narrative, let them know your worth.

Step 6: Write the Draft

When writing the draft, you can choose to begin your introduction with a chronological narrative of your life. However, to make an autobiography more interesting, weaving chronological data with logic can work the magic. The introduction can be a reflection or reaction from the present related to past events.

Also, you can begin the story by narrating some outstanding moments in your childhood or upbringing and go reverse-forward all through. For instance, if am to write an autobiography on myself, I would begin by noting some touching moment in my life then cover my heritage, flow through to college days, and then bring the climax when am explaining my career life.

When writing the draft, remember to stick to the themes identified in the outline. It does not always have to be a conflict, make it a memorable theme ? spirituality, education, defeat, hardship, hard work, etc.

As you write the draft, try to reflect on some of the important life lessons and doctrines that have seen you through. If you are writing a book, use chapters to divide the important aspects you need to cover. Besides, each chapter should end up in either suspense or greatness that leaves the audience yearning for more. If it is an essay, the paragraphs should be well connected. Use transitions to make it flow and keep readers entertained from beginning to end.

As you craft the narrative, segregate your draft into different sections. How well you end each paragraph or section will draw the attention of your readers and they are yours to keep to the very end.

Step 7: Proofread and Edit the Autobiography

An autobiography will only be a plain story written by an armature/rookie if not well-proofread and edited. When proofreading and editing, focus on spelling, tenses, punctuation, word order, clauses, and abbreviations.

A paper full of grammatical and spelling mistakes always turns off people, even when the content is great. When editing focuses on the dates, descriptions, events, names, and meanings.

You should tweak the paragraphs, replace all the mundane words, insert relevant citations, use the correct spelling and ensure that everything flows.

Therefore, strive to achieve the purpose of your autobiography by being keen. One mistake most autobiography writers do is to edit their autobiography on their own. However, because you have been subjective in your writing, you can never objectively critique any of it. As such, your autobiographical writing will be subject to many errors. 

Editing an autobiography requires a professional touch. Lucky for you, we have editors and proofreaders  for your autobiography ready to help. Copyeditors always help clean your writing. They have the knack for playing around with words and turn dull stories into amazing ones.

When professionals bring their expert touch, trust us, your autobiography will read as though it was written to kill the readers with details.

A good starting statement for your autobiography essay is getting  an essay grabber or hook.  It can be a fact, an anecdote, or a quote, among others. Instead of diving right into the meat of your autobiography, ensure you build a foundation in the introduction.

Remember, an autobiography essay is descriptive. Therefore, describe things, people, places, events, or periods vividly in a manner to create a mental picture. An example is to describe a setting,

As I stood in the podium looking at my fellow students, tears of joy filled my eyes. I could not believe I was the newly elected Student President.

Once you have hooked your reader, present the main idea that you want to depict. The introduction to your essay does not have to be longer, like in other essays.  It should have a hook, some background/setting, and some of the events that inspired you.

Our experts recommend approaching the introduction non-chronologically to make everything exciting and engaging. While you write the words, knit them together using careful transition words.

Example:  I was never planning to have such a change in my life, but its opportune moment came anyway.

First Sentence Ideas for your Autobiography

• My mantra since childhood
• Raised and bred by strict parents
• The tough upbringing and poverty-ridden early life
• My passion for succeeding
• I am a people person
• My dream growing up was
• I wish I knew this before making a decision
• One quote that defines my gusto and gist is
• I love the. movie
• The novel/movie/author best describes my.

These are just but a few examples of autobiography start-words that students have used in writing an A-grade memoir.

We have mentioned that the body will bear the theme of your autobiography essay. Now, the autobiography conclusion is as important as is its beginning.

The conclusion wraps up the story, ties the message up, and makes an impact on the reader. If your autobiography does not have a stylish ending, chances are it will never be read.

You need to consider summarizing the major points, including the mention of the central theme. Consider your challenges and how they influenced who you are today. Also, connect to your beginning and describe the story.

It is also the conclusion that you introduce an unexpected occurrence and its impact on you. A fantastic autobiography essay conclusion wins the reader from the start. Do not focus just on the negatives; you can include the positives as well.

Now that you have the tips at hand, writing an autobiographical essay should not be hard. If you need a professionally written autobiography essay, we have experts.

The body of your essay is an arena where all the presentations happen. In this case, you need to make it well-packed with ideas, points, and great ideas. Here is what to include in an autobiography main body:

Your personal background

Explore such things as your date of birth, name, the meaning of your name, hometown, family composition and history, touchstone moments in your life, grandparents, and other personal factors. You can do a historical autobiographical introduction where you explore your origin from the perspective of your lineage. Give a complete picture of your life.

As yourself:

• Who are your parents?
• What values do your parents embody?
• What type of family do you come from?
• When were you born?
• What is your parent's occupation?
• How many siblings do you have?
• How does your background connect to the central theme in your autobiography?

Childhood memories

Our childhood period shapes our lives indirectly or directly. It is a period that is we reflect deeply we realize shaped who we are today. Therefore, when writing your autobiography, ensure that your piece of writing captures this important phase. Here are some questions:

• How was it growing up in your family?
• Where did you spend most of your childhood?
• How did your family members perceive you then?
• Were you an introvert or extrovert?
• What events shaped your current self-identity?
• Were there challenges you experienced in childhood?
• How does your childhood define your current beliefs?

Explore your culture

Everybody belongs to a culture that shapes their perspectives, reasoning, and personal choices. Your family traditions, principles, and beliefs largely determine the kind of person you are. As yourself:

• What special moments define you?
• What traditions do you uphold to date?
• Are there philosophies that guide your family relations?
• Are there customary events you cannot miss?
• How did events relate to your family traditions?

  Narrative of your challenges

Life is never free from challenges, ensure that you throw in a few challenges or setbacks you faced in life.

The prowess of writing an autobiography comes when you can link these encounters to your selected central theme.

A story of failure can help you shape the perspective of your readers that failure is not a death sentence. If you follow it with how you fought your challenges, you have a story!

Details of your successes

Like failures, have a proper connection between your successes, accomplishments, or achievements and the central theme. Walk your readers through the steps you took to achieve success. Do not limit your focus on the bitter parts of your journey. Every story in your journey counts.

Episodes of your professional life

Every reader of an autobiography always yearns to get to the point where the writer took a turn from their failures and excelled professionally.  Give this section extra attention as it can either make you connect with your reader or mutilate the trust you've already built.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game New
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing

How to Write an Autobiographical Essay

Last Updated: April 11, 2024 Fact Checked

This article was co-authored by Alicia Cook . Alicia Cook is a Professional Writer based in Newark, New Jersey. With over 12 years of experience, Alicia specializes in poetry and uses her platform to advocate for families affected by addiction and to fight for breaking the stigma against addiction and mental illness. She holds a BA in English and Journalism from Georgian Court University and an MBA from Saint Peter’s University. Alicia is a bestselling poet with Andrews McMeel Publishing and her work has been featured in numerous media outlets including the NY Post, CNN, USA Today, the HuffPost, the LA Times, American Songwriter Magazine, and Bustle. She was named by Teen Vogue as one of the 10 social media poets to know and her poetry mixtape, “Stuff I’ve Been Feeling Lately” was a finalist in the 2016 Goodreads Choice Awards. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 870,973 times.

An autobiographical essay is just an essay about something you experienced. Even so, writing an autobiographical essay can be challenging. You might write an autobiographical essay for a class, an application, or just for your own personal enjoyment. Whatever your reason, there are some key concepts and strategies that you will want to keep in mind as you write. Keep reading to learn more about how to write an autobiographical essay.

Planning Your Essay

• an accomplishment like winning an award, getting a job, or graduating from high school
• a trial like a difficult class, an injury, or losing a loved one
• a meaningful experience like discovering a hobby, meeting your best friend, going away to camp, or learning something about yourself
• Make sure that you are comfortable sharing your story. Don’t write about anything too hard or heartbreaking if you are not emotionally ready to handle it.

• If you are writing an autobiographical essay for an application, make sure that you read the instructions well. If the application includes a prompt or question that you need to answer, make sure that the story you intend to tell will respond to this prompt or question.
• If you are writing an autobiographical essay for a class, make sure that you read the assignment guidelines well. Make sure that the story you intend to tell will work for this assignment. Ask your instructor if you have any questions about the assignment.

• If you are writing your essay as part of an application, consider what your readers will be most interested in hearing about.
• If you are writing your essay for a class assignment, consider what your instructor will expect you to include in your essay.

• Try listing. List the ideas that you have for your autobiography and then look over the list you have made and group similar ideas together. Expand those lists by adding more ideas or by using another prewriting activity. [5] X Research source
• Try freewriting. Write nonstop for about 10 minutes. Write whatever comes to mind and don’t edit yourself. Review what you have written. Highlight or underline the most useful information for your autobiography. Repeat the freewriting exercise using the passages you underlined as a starting point. You can repeat this exercise many times to continue to refine and develop your ideas. [6] X Research source
• Try clustering. Write a brief explanation of the subject of your autobiography on the center of a piece of paper and circle it. Then draw three or more lines extending from the circle. Write a corresponding idea at the end of each of these lines. Continue developing your cluster until you have explored as many connections as you can. [7] X Research source
• Try questioning. On a piece of paper, write out “Who? What? When? Where? Why? How?” Space the questions about two or three lines apart on the paper so that you can write your answers on these lines. Respond to each question in as much detail as you can. [8] X Research source

• It may be helpful to decide where to start from and where to finish, and then work on filling in the middle.

Drafting Your Essay

• Do not use the second person perspective (“you”) or switch back and forth between “I” and “you.” Use the first person perspective (“I”) throughout your entire essay.

• Jump right in. One way to begin a story is to immediately begin describing something that happened, even if it happened in the middle of your story. You might start with something like, “There I was, standing in front of the entire 10th grade reading a story I had written.” [11] X Research source
• You can start writing your draft in any order that you like, but then remember to organize the completed story in the proper order.

• Say something tantalizing to your reader. For example, you might start with something like, "I never expected to be as happy as I was on that day." Or, "Many things have happened to me in my life, but this was the worst.” Just make sure that the opening fits with your topic.
• Avoid beginnings that are too general or broad. Never open with, “Since the dawn of time…” This type of opening does not help your reader understand what your story is about. "Too general" openings are boring as well. [13] X Research source
• Avoid opening with a quote, unless it is meaningful to you and crucial to your story. If you want to include a meaningful quote in your autobiographical essay, it should have something to do with your story. You should talk about what it means to you when you provide it.

• You might say something like, “Under these circumstances, I began the most challenging year of my life.” Or, “Before this happened, I had no idea that I could do something so huge.” Choose a transition that fits your introduction and that will connect with the ideas in your next paragraph.

• Talk about why this story is significant to you and what you learned from it. [16] X Research source
• Refer to the beginning of your story in the end by mentioning a situation or person that was central to your introduction. [17] X Research source
• Tell your readers about something that came out of this experience that you were not expecting. [18] X Research source

Enhancing Your Essay

• Instead of saying that your teacher wore a blue dress, say that it was aqua blue with white lace trim on the sleeves.
• Instead of saying you felt nervous, describe your trembling hands, the knot in your stomach, and the weak feeling in your knees.
• Instead of saying that you spoke to your teacher about something important, put the conversation that you had with your teacher into dialogue.

• Use chronological organization if you want to start at the beginning and describe your story in the order that it happened.
• Use starting in the middle organization if you want to put your readers into the midst of your story and then go back to the beginning.
• Use starting at the end organization if you want to tell your readers how your story ended up and then explain how you got to that point.

• Don’t be afraid to show your sense of humor, as long as you don’t think it will disrupt the tone of your essay. In other words, if you are telling a sad story, using sarcasm or making a joke about something serious might not be appropriate.

Writing Help

Community Q&A

• Be concise. When writing a story about your life, it’s best to keep it simple and be straightforward. Avoid padding out your autobiographical essay with unnecessary information. Just include the most important details and describe those details well. Thanks Helpful 6 Not Helpful 0
• Share your work with supportive friends and family. Ask for feedback on what they like and how you can improve your story. If you're a student, try asking your English teacher to help you. Thanks Helpful 3 Not Helpful 3

You Might Also Like

• ↑ http://study.com/academy/lesson/what-is-an-autobiographical-essay-biography-examples.html
• ↑ http://www.wwnorton.com/college/english/write/fieldguide/writing_guides.asp#BLUE08
• ↑ http://writing.ku.edu/prewriting-strategies
• ↑ https://selfpublishingadvice.org/writing-when-to-use-first-person/
• ↑ https://www.esu.edu/writing-studio/guides/hook.cfm
• ↑ http://www.wwnorton.com/college/english/write/fieldguide/writing_guides.asp
• ↑ https://www.otago.ac.nz/__data/assets/pdf_file/0024/305079/five-things-not-to-do-in-an-essay-055219.pdf
• ↑ http://www.writing.ucsb.edu/faculty/donelan/para.html
• ↑ http://writetodone.com/how-to-use-vivid-description-to-capture-attention/
• ↑ http://www.wwnorton.com/college/english/write/fieldguide/writing_guides.asp#BLUE07
• ↑ http://www.cbsnews.com/news/10-great-opening-lines-from-stanford-admissions-essays/

About This Article

To write an autobiographical essay, choose a story from your own life that you're excited to share. Consider who your audience is when selecting a story and go with something that will appeal to them. Next, create an outline for your essay to help you organize all of your thoughts. When you're ready to get started, kick off your essay with an engaging sentence, then jump right into the action to hook your readers. Remember to write in first person and include vivid details to bring your story to life. Let your unique personality shine through! To learn how to enhance your essay by including dialogue, keep reading the article! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

M. Winston Morris

Jul 8, 2017

Did this article help you?

Mose Jackson

Oct 22, 2017

Alisha Yorba

Oct 20, 2017

Muskan Khan

Oct 26, 2018

Corlisa Diaz

Jun 16, 2016

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

Become a Bestseller

Follow our 5-step publishing path.

Fundantals of Fiction & Story

Bring your story to life with a proven plan.

Market Your Book

Learn how to sell more copies.

Edit Your Book

Get professional editing support.

Author Advantage Accelerator Nonfiction

Grow your business, authority, and income.

Author Advantage Accelerator Fiction

Become a full-time fiction author.

Author Accelerator Elite

Take the fast-track to publishing success.

Take the Quiz

Let us pair you with the right fit.

Free Copy of Published.

Book title generator, nonfiction outline template, writing software quiz, book royalties calculator.

Learn how to write your book

Learn how to edit your book

Learn how to self-publish your book

Learn how to sell more books

Learn how to grow your business

Learn about self-help books

Learn about nonfiction writing

Learn about fiction writing

How to Get An ISBN Number

A Beginner’s Guide to Self-Publishing

How Much Do Self-Published Authors Make on Amazon?

Book Template: 9 Free Layouts

How to Write a Book in 12 Steps

The 15 Best Book Writing Software Tools

How to Write an Autobiographical Essay in 7 Easy Steps

POSTED ON Sep 28, 2023

Written by Shannon Clark

Is anyone ever really comfortable writing about themselves? Have you tried to write a simple bio for your website or filled out the About section of your social media profile? It’s not always the most comfortable thing to do. What do you say? It can feel awkward talking about yourself.

Surface-level accomplishments are one thing, but what about the deeper, nitty-gritty details of life that have shaped us into the person we’ve become? Yeah, that stuff. How do you clean it up and make it presentable enough to share with an audience? 

If you’ve ever considered writing a memoir or an autobiography, beginning with an autobiographical essay might be a good place to test the waters. 

This guide about autobiographical essays answers these questions:

What is an autobiographical essay .

Well, you’ve likely guessed that it’s writing about yourself , but what makes it different from any other personal writing like memoirs , autobiographies , and biographies ? An autobiographical essay (also called a narrative essay) is a subcategory of an autobiography. It’s similar in that it’s about your life story but a lot shorter. It is considered a primary source since it is written in the first person and based on facts (not autobiographical fiction ) pulled from personal experiences. A well-written autobiographical essay follows the same structure as a standard five-paragraph essay that’s divided into an introduction, body, and conclusion. They can be any length, but those used for work and school applications are usually no more than 650 words. 

What should I do before writing an autobiographical essay?

Before beginning the writing process, ask yourself the following questions:

Why am I writing this essay? 

Autobiographical essays are often written for college applications, and since they are in first person, they are not the best fit for book bios; however, they can work for an author website bio if you want to give readers a close peek into your backstory. 

Who is my audience? 

Similar to the previous question, knowing who (audience type) will be reading your essay will make it easier for you to create a more engaging piece. Knowing your audience’s expectations can help to guide your writing. A single story can be told in many different ways. You are not trying to build your story into something it is not, but rather, develop it in a way that answers the questions your audience may want to know.

What part or parts of my life do I want to share? 

It’s up to you. Similar to an autobiography, you can share your life story (summarized, of course) or you can select an event or group of events that shaped your life in some way (similar to a memoir). 

Who do I want to include in my story? 

Unlike an autobiography or memoir , an autobiographical essay is short and sweet, so there’s not a lot of room to bring other characters into the story if you’re giving an overview of your life history. An exception is if you choose to focus on a specific incident or event, but only a brief mention of others is recommended since the story is about you.

What should my writing process look like?

It’s up to you. There are different ways to write and it just depends on how you process, develop, and write information. As mentioned in this article on prewriting strategies , planning and researching before you begin writing will save you time and make the process smoother. Some examples of prewriting include:

Mind-mapping – a process that allows you to visually connect ideas to create cohesiveness in writing.

Research/ Notetaking – allows you to gather information and then put it into a form that you can use later, which is critical to a well-written essay. 

Free-writing / Journaling – writing freely without regard to format, punctuation, or order. It allows you to get all of the words out onto the page without rules. 

Storyboarding – the use of sticky notes or other forms of quick notes like index cards to write down story parts and rearrange them until you create the ideal story order. 

What are the steps to writing an autobiographical essay about my life?

There are 7 steps to writing an autobiographical essay. As previously mentioned, a standard essay consists of five paragraphs that make up three parts:

• Introduction (one paragraph) 
• Body (three paragraphs)
• Conclusion (one paragraph) 

Step 1: Create an outline

Whether you’re a plotter (someone who prefers outlines) or a pantser (someone who prefers to “fly by the seat of their pants” when writing), autobiographical essays have a particular structure, so outlining can definitely save you time and frustration. You have a finite amount of space to say what you want, so every sentence has to be placed strategically in order to get the details in the proper order so that it makes sense. 

Start with a basic three-part outline: introduction, body, and conclusion.

Step 2: Expand the outline

What part or parts of your life did you decide to share? Remember that you only have three paragraphs so you want to narrow your story down to the most impactful moments. Expand the body section of your outline to include these parts. 

In the case of autobiographical essays, less is more. Trying to cram too many things into your story can minimize it’s impact. 

Step 3: Start your essay with an engaging introduction

Greet your reader with who you are and what you are about to share. The introduction is your space to hook the reader so that they’ll want to read the rest of your essay. 

Step 4: Fill out the body of your essay. 

Chronological order is best. With autobiographies and memoirs, there’s room for flashbacks and playing around with sequence, but not with essays. The safest route is from point A to point B.

Step 5: Wrap up your story

Your conclusion is the nice pretty bow that you add to the gift of your life story that you’ve just shared. Sharing your story takes a lot of courage, no matter how short it is. It’s inviting someone into the deeper parts of you who are, and that’s a big deal. The conclusion is a great place to remind the reader why you shared your story and what you hope they’ll glean from it. Maybe it’s to get to know you better or perhaps take something from it that can help them in some way. Whatever you choose to say, make it memorable. First impressions are important but last impressions leave a mark.

Step 6: Edit, and then edit again 

Similar to writing a book, editing is everything. Great editing shines a light on what you may have overlooked while also pushing you to write authentically and succinctly. Unlike writing full-length books where hiring a professional editor is essential, autobiographical essays can get by with a good spell-checker, a writing app , and an alpha reader (someone you trust who can give honest feedback.). 

This is not to say that you can’t hire a professional editor. There are very talented editors available who would be more than happy to assist, but if that is not in your budget or just not part of your big-picture plans, make the best of the resources you have at your disposal. 

Some writing assistants you can use include: Hemingway App

Prowriting Aid

Once you’ve finished writing and editing your essay, read it out loud to yourself or use the text-to-speech option available with some writing editors like Google Docs. Do you like the way it sounds? How's the flow? Do your ideas connect seamlessly or are they disjointed? Be honest with yourself, so you can decide the next best steps. 

Step 7: Finalize your essay

If you need to go back and rewrite some things, don’t let that discourage you. The best writers understand that rewrites can help you fine-tune your story and create the best version possible. 

Writing an autobiographical essay is not only a way to share a part of your life story with others. It’s good practice if you've ever considered writing an autobiography. The shorter version might be what's needed to spark your interest. You never know.

No two life experiences are the same. Maybe yours is exactly what someone else is looking for to give them a new perspective on life.

Are you ready to write your life story? 

Related posts

Business, Marketing, Writing

Amazon Book Marketing: How to Do Amazon Ads

Writing, Fiction

How to Write a Novel: 15 Steps from Brainstorm to Bestseller

An author’s guide to 22 types of tones in writing.

• Authentic custom writing service
• Confidential and secure
• Only custom written work
• My Autobiography - School Experiences Influencing Life Chances & Choices

My Autobiography - School Experiences Influencing Life Chances & Choices

School has impacted my life to a huge extent providing experiences to cope with the real-life problems, understand the basic requirements, develop and improve my skills, and motivated through different classroom activities. My teachers created certain situations in the classroom in which we performed different activities based on the themes provided by them. These activities had helped build my vision how to tackle different scenarios and how different alternatives can be created and best chosen in a given situation. I was provided with huge opportunities during my school life. We played different games to encourage creativity in us. I was tested through regular assignments that were also beneficial throughout my educational period. My teachers encouraged me to engage in creative activities, enjoy the experiences at school and, with their help; I developed a broader spectrum of activities. At school, I improved my communication skills, enhanced clarity and precision. The ideas given by me during studies were welcomed by the teachers and the school regularly took my feedback to assess the development of my skills and abilities. I can safely articulate that my school experience has broadened my vision, built my skills, and influenced my life chances and choices.

Experiences in Life Giving Message to be Cautious or Risk Taking

Risk aggravates and increases different types of responses for which a person should make a decision whether to take risk or be cautious. Life experiences have taught me to respond to a situation in different ways. In other words I have a set of alternatives offering me distinctive solutions to tackle a situation. I can ignore or take safety precautions by thinking different alternatives. I could minimize the risk by taking every possible precaution and weighing pros and cons of the action to be taken. I have the option to rely on other people's experience or on my own understanding. Experience has told me that although it is always tempting to take risk for getting huge rewards but the consequences attached to risk should also be predicted and assessed and only then calculated risk should be taken. Several day-to-day activities are risky in nature and should be dealt accordingly. The safety precautions should be taken as demanded by the situation. It is pertinent to mention that efforts should be made to minimize the risk as much as it is possible even in minor affairs during routine life. It means that activities involving considerably high level of risks should be avoided, but experience has also taught me that it is better to understand the benefits attached with risks and only then decision should be made.

Goals Set by my Parents and School a Place of Freedom or Fear

Accomplishments especially in education can be understood better based on the goals set for the children by parents and also level of parent's aspirations. These goals and aspirations are directly related to the academic activities of students and contribute heavily towards accomplishments during education and also in the future life. It is pertinent to mention that parent's ambitions and goal setting influences level of success in studies and their intellectual achievements. My parents determined and set goals for educational accomplishments to develop values and support my belief about my abilities and intelligence. School has always remained a place of freedom for me where I enjoyed different activities set by the teachers. These activities were designed to improve my skills, develop my vision, and prepare for the future life. I was always encouraged to enjoy freedom despite certain fears that I had. I was made to understand that risks are always there in the life, whether at school or outside world, but we have to be prepare to tackle them as rewards are attached to risks.

My Dreams when I was Younger

Dreams of a young person are dynamic in nature as they are continuously changing. Dreams at times are fragile in nature while they could also prove beneficial for any young person to achieve success in the future life. One of the biggest challenges in my life is to make a decision about career that follows after completing education. This, in fact, is a demanding situation in life as I have no idea of what it would be. In this regard, goals set by parents to accomplish along with necessary freedom at school supported me to a huge extent. School made me think positively, understand the nature of risk and developed belief that risks are attached with rewards.

It is pertinent to highlight that every young person is overwhelmed by different alternatives available based on the stories of future success or failure. My parents provided me a favorable environment supporting my dreams and their inspirations. I believe that parents and teachers are the people who form dreams for future to help a young person and develop confidence that he/she can fulfill dreams. However, excess of imagination is detrimental instead of beneficial. Every young person should feel that he/she is being valued and admired. The culture in which I grew had always emphasized results and accomplishments. I was taught that we should always affirm the fundamental value of a human-being as exclusively valuable. The sense of belonging developed especially by my parents has filled a feeling of safety, security, and comfort in me to accomplish the goals set by them.

In the paper I have strived to describe briefly my autobiography related to some special areas. These areas include the experience I had in my school life and how education has influenced my life chances and choices. I have narrated my experiences that gave me message to be cautious or take risk in a particular situation. At the end I have mentioned the goals set for me by my parents and also the dreams I used to have during young age.

• Skip to main content

India’s Largest Career Transformation Portal

Autobiography of a School Bag in 500 Words for Students

January 4, 2021 by Sandeep

Essay on Autobiography of a School Bag: A manufacturing company created me beautifully with a cartoon sticker and coloured me with bright shades. I was picked up delightfully by a young boy who stuffed all his school books and stationery inside. I was used for an entire month before being washed and dried in the sun. I was torn on one side when I got stuck in one of the school benches but was again stitched back to my original form.

Autobiography of a School Bag 500 Words in English

Below we have provided essay on autobiography of a school bag, suitable for class 3, 4, 5, 6, 7, 8, 9 & 10.

I was never given a name my whole life, but I always wanted to be called Sita. I am a school bag, black and white in colour, with steel grey zippers. By my appearance, you would say that I was completely qualified to be a boy. It’s okay, most of the people make this mistake. I have seen some of the worst days and even some of the best.

In fact, I have seen it all. I wasn’t made in big factories like the other school bags but was instead stitched by a tailor. That tailor was old but very hardworking. His job was to mend clothes worn by humans and stitch them, but whenever he felt like doing something creative, he would resort to sewing something altogether different.

He would make beautiful cushion covers, attractive schoolbags and embroidered bed sheets. He would then display us all in his little shop to be sold. I was brought by a young lady who had come to give the tailor a cloth from which a blouse had to be made. She glanced casually at me and held me in her hand right away.

Her name was Rekha. She was an 11th standard student studying Science . Rekha was one of the nicest and warmest persons I ever met. She took me with her to her school as well as her tuition centre. She would gently keep her books according to her school timetable in me.

She even wrapped her lunch box in a plastic bag before putting it in me because she did not want any food to spill on me and make me dirty. Even while sitting in the class, Rekha would make sure that she never kicked me with her shoes, not even by mistake. Once a week, mostly on Saturdays, Rekha would empty all of my contents from every pocket and wash me in the washing machine. She would then leave me in the sun to dry.

Rekha’s father was in the Railways, so he was away from home most of the time. But whenever he used to come back home, he would bring Rekha a key chain. Sometimes that key-chain would be a guitar; sometimes it would be a dolphin. But her most favourite was the one who had her name on it.

She tied that key chain on my zip, and I felt elated. But just like all good things come to an end, my journey with Rekha was also about to get over. Rekha was now going to go to a college to get her undergraduate degree. So, her father brought her a new school bag and a cell phone as a gift, whereas her mother gifted her two pairs of earrings and fully stitched suits.

Rekha had secured very good marks in her 12th standard. I was very proud of her. I wish I could say to her how much fun I had being beside her. In my head, I wished her good luck and waited to know where my fate was going to take me. After a month or two, after Rekha had left, her mother was cleaning her room.

My Autobiography Essay About Myself In 200 Words

In this essay, I will share my life journey, experiences, and lessons that have shaped me into the person I am today. Written in simple, easy English, this autobiography essay is a testament to the power of determination, perseverance, and self-belief.

Table of Contents

My Autobiography Essay About Myself Example In 200 Words

I was born in a small town in the heart of the countryside. Growing up, I always felt like I was a bit different from the other kids. While they spent their days playing outside and having fun, I was always lost in my own thoughts, dreaming about what I wanted to do with my life.

As I got older, my dreams became more focused. I knew that I wanted to make a difference in the world, but I wasn’t sure how to do it. I tried a lot of things, from writing stories to playing sports, but nothing really seemed to stick.

It wasn’t until high school that I found my true passion: science. I was fascinated by the way the world worked and the potential for discovery that lay all around us. I spent countless hours studying and experimenting, and by the time I graduated, I was one of the top students in my class.

But despite my academic success, I still wasn’t sure what I wanted to do with my life. I considered becoming a doctor or a scientist, but something didn’t feel quite right. It wasn’t until I stumbled upon a program that allowed me to combine my love of science with my desire to make a difference that everything finally fell into place.

I spent the next several years working tirelessly to make my dream a reality. There were plenty of setbacks along the way, but I never lost sight of my goal. Through hard work, dedication, and a bit of luck, I was finally able to achieve what I had set out to do.

Looking back on my life, I realize that my success was due to a few key factors. First and foremost, I was never afraid to dream big. I knew that I wanted to do something great with my life, and I refused to let anyone or anything stand in my way.

Secondly, I was always willing to put in the work. I knew that achieving my goals would require a lot of effort and sacrifice, but I was willing to do whatever it took.

Finally, I was fortunate enough to have a strong support system. From my family to my friends to my teachers and mentors, I always had people who believed in me and encouraged me to keep pushing forward.

Today, I am proud of the person I have become and the things I have accomplished. But I know that my journey is far from over. There is still so much I want to do and so much I want to achieve. But I am confident that with determination, perseverance, and self-belief, I can accomplish anything I set my mind to.

My Autobiography Essay About My Family

I was born into a loving and caring family. There are six of us: my parents, two older siblings, a younger sister, and myself. My father is a hardworking man who runs his own business, while my mother is a dedicated homemaker. There is a deep sense of unity, love, and cooperation amongst us, which has shaped my personality and made me who I am today.

My family is a tight-knit group. We love spending time together, whether it’s during mealtimes, on weekends, or during special occasions and holidays. We have a tradition of cooking dinner together on Sundays. Each member is assigned a task, and we enjoy the process as much as we enjoy the food. This has not only improved our cooking skills but also established a bond that we cherish.

My elder brother, John, is a jovial and outgoing person. He graduated from university last year and is now working as a mechanical engineer. My elder sister, Lisa, is in high school. Lisa is an excellent badminton player and has won many tournaments for her school. My younger sister, Maria, who is only five years old, is the apple of our eyes. Her innocence and adorable antics keep the atmosphere of our home light and filled with laughter.

My parents have always encouraged us to pursue our passions and interests. They have taught us the importance of hard work and dedication. They have instilled in us the values of love, respect, and kindness. They’ve made sure that we understand the importance of education and are always there to help us with our studies.

Over the years, my family has faced its share of challenges and obstacles. However, these tough times have only strengthened our bond and taught us the value of supporting each other. Through thick and thin, we have stood by each other. My family is my strength, my constant source of motivation, and my most significant support system.

In conclusion, my family has played an integral role in shaping my life. Their love, support, and guidance have been my pillars of strength. I am grateful to them for helping me become the person I am today. The memories I have created with them are my most cherished possessions, and I look forward to creating many more in the years to come.

Autobiography Essay About My Life

Growing up, life has always been an adventurous journey for me, filled with learning experiences. I was born in a small town, and the simplicity and warmth of the people around me significantly impacted my early years. The beauty of the lush green fields, the blue skies, and the chirping of the birds in my town instilled in me a deep love for nature and made me appreciate the simple joys of life.

My school days were memorable and filled with joy. I attended the local public school, where I was fortunate to have teachers who were genuinely interested in their students’ well-being. They instilled in me a love for learning and taught me the value of knowledge. I was an active participant in school activities, particularly in sports and debates. These activities not only helped me develop various skills but also boosted my confidence.

As a child, I was quite curious and inquisitive. My father’s stories about his travels around the world always fascinated me and sparked a desire in me to explore the world. In high school, I took the opportunity to participate in an exchange program, which allowed me to spend a semester in Europe. This experience opened my eyes to different cultures and perspectives. It taught me to value diversity, be more open-minded, and appreciate other cultures’ beauty.

During my university years, I decided to major in Economics. My interest in this field was primarily due to my fascination with understanding how the world works. I believe that studying Economics has significantly sharpened my analytical thinking skills and broadened my perspective. During my time at university, I also took part in various volunteer programs. These experiences taught me the importance of giving back to the community and making a positive impact on people’s lives.

After graduating from university, I decided to pursue a career in Finance. It was challenging, especially in the beginning, to adjust to the corporate world’s demands and pressures. However, with time, patience, and hard work, I was able to establish myself in my field. My job allows me to apply my knowledge and skills in practical ways, which I find very fulfilling.

Looking back, I am grateful for all the experiences I’ve had in my life. The ups and downs, the successes and failures, all have shaped me into who I am today. Life has taught me to be resilient, to appreciate the small things, and to never stop learning. As I look towards the future, I am excited about the possibilities and opportunities that lie ahead. I am determined to make the most of life and continue to grow, learn, and evolve as a person. Ultimately, my life is an ongoing journey of self-discovery, and I can’t wait to see where it takes me next.

Overall, I believe that my family’s love and support have been crucial in shaping my life’s journey thus far, and I am grateful for their unwavering presence in my life. They have taught me to be courageous, compassionate, and resilient, and I will always carry these values with me wherever life takes me. Life is a precious gift, and I intend to make the most of it by living each day with purpose, passion, and gratitude.

Autobiography of My Mother Essay

My mother, a beacon of strength, resilience, and beauty, has been my guiding light and a source of inspiration throughout my life. Born into a humble family, she was the eldest child, often shouldering the responsibility of her younger siblings. Her childhood was marked by a blend of challenges and joys, helping build the incredible character she embodies today.

Raised in a small, quaint town, she embraced the simplicity and beauty of rural life. The vast green fields served as her playground, the diversity of nature her first classroom. Her parents, my grandparents, were farmers, instilling in her the virtues of hard work, diligence, and respect for nature. As a young girl, she would accompany her father to the fields, often lending a hand in prepping the soil or planting seeds. These experiences were not just about farming; they were life lessons that molded her character.

Growing up, my mother’s life was not without hurdles. Financial constraints were commonplace, but she was tenacious, never letting adversity dampen her spirit. She was an excellent student, earning scholarships that helped her complete her education. Despite being a top-performer, she had to relinquish her dream of attending college due to financial constraints.

Instead of succumbing to circumstances, she decided to start working, fervently saving money for her and her siblings’ education. She took up teaching, a profession she adored. To her, teaching was more than just a job; it was an opportunity to influence young minds, instilling in them values and knowledge that could empower their lives.

After a few years of teaching, she met my father, a kind-hearted, ambitious man. They fell in love and decided to build a life together. As a mother, she has been nothing short of extraordinary. She raised us with an abundance of love, care, and wisdom, teaching us the importance of education, the value of honesty, and the power of kindness.

My mother’s journey up to this point has not been devoid of hurdles, but she tackled each challenge with unwavering resolve and grace. Her life is testament to the fact that one can rise above their circumstances, sculpting a meaningful life with determination and resilience.

Today, my mother is a proud grandmother, cherishing every moment she gets to spend with her grandchildren. She continues to live a life of simplicity and contentment, often reminiscing about her past, sharing valuable life lessons with us. Her tales of struggle and triumph are a source of inspiration for our entire family.

In conclusion, my mother is a living embodiment of strength, resilience, and love. Her life journey is a testament to her indomitable spirit and her unwavering belief in the power of education and hard work. She has shaped my life in myriad ways, and I am forever grateful for her unending love and guidance. To me, my mother is not just a parent; she is my mentor, my confidante, my strongest supporter, and my best friend.

My Journey Through Education: An Autobiography Essay

From the early stages of my life, education has been a pillar, shaping my perspectives, outlining my career path, and building my character. The journey started at a local elementary school, which despite its modest profile, fostered an environment conducive to the growth of my curiosity and ignited my passion for learning.

My parents played a critical role in honing my academic inclinations. My father, an ardent reader, introduced me to the world of literature. Spending Sunday afternoons engrossed in novels with him, I developed a fondness for reading, which not only enhanced my language skills but also broadened my worldview. My mother, a mathematics teacher, nurtured my analytical skills. She introduced me to the beauty of numbers and equations, shaping my logical thinking and instilling in me a love for mathematics.

High school was a transformative phase. I was introduced to a plethora of subjects, each unraveling a different facet of the world. Biology intrigued me with the complexity and intricacy of life processes, while history provided insights into the past, shaping the present and future. I was fortunate to have teachers who were not merely educators but mentors who guided me beyond textbooks, fostering critical thinking and curiosity.

The intricacies of the human body fascinated me, steering me towards a bachelor’s degree in Biomedical Sciences. University was a melting pot of cultures, ideas, and perspectives. It taught me to value diversity, be more open-minded, and appreciate the beauty of other cultures. During my university years, I also took part in various volunteer programs. These experiences instilled in me the importance of giving back to the community.

After graduation, I pursued a Master’s degree in Public Health, drawn by the desire to contribute to societal health and well-being. This phase of my education was challenging but rewarding, allowing me to apply my biomedical knowledge in a practical context. I learned about health policies, health promotion, and disease prevention, skills that I use in my current role as a public health consultant.

Education has been the keystone of my life, shaping who I am today. It has instilled in me an insatiable curiosity, a love for continual learning, and the ability to think critically. It’s been a journey of exploration, challenges, and growth. Education has not just equipped me with academic knowledge but has also enriched me with life skills such as resilience, empathy, and patience.

In conclusion, my educational journey continues to shape my character, career, and perspectives. It has taught me to embrace challenges, to stay curious, and to continually seek knowledge. It is a journey that I cherish and one that I intend to continue for the rest of my life. I strongly believe in the adage – “Education is not the filling of a pail, but the lighting of a fire.” And indeed, my journey through education has ignited a fire within me, a fire of curiosity and lifelong learning.

My Social Class Autobiography Essay Example

Growing up, my family belonged to the lower middle class, which significantly influenced my life experiences and shaped my outlook towards society and the world. My father was a mechanic, and my mother was a home-maker. With their meager income, they struggled to provide for the basic needs of our family, while also emphasizing on the need for good education as the pathway to a better life.

From an early age, I witnessed my parents’ hard work and determination to break free from the financial constraints that bound us. Their dedication fueled my ambition to transcend the limitations imposed by my social class. They instilled in me the values of hard work, resilience, and humility, which have been fundamental in my journey up the social ladder.

Our humble home was often filled with laughter, stories, and dreams of a brighter future. Despite our financial situation, the love, unity, and support we shared as a family gave us strength. We would often have family discussions on the importance of education, and how it was our ticket to a more comfortable life. These conversations encouraged me to strive for academic excellence, viewing education as a tool for social mobility.

At school, I was aware of my social class and how it distinguished me from some of my peers. While many of my friends lived in bigger houses and wore expensive clothes, I was content with the little we had. These experiences taught me to appreciate the small things in life and not to take anything for granted.

In high school, I worked part-time jobs to lessen the financial burden on my parents. This experience taught me the value of money and the importance of being responsible. Working at a young age also enabled me to interact with people from different social classes, exposing me to their lifestyle, perspectives, and aspirations. These interactions broadened my worldview and deepened my understanding of social dynamics.

Upon graduating high school, I received a scholarship to attend university, a stepping stone to social mobility. University life was challenging but rewarding. It exposed me to a diverse range of people, cultures, and ideas that greatly expanded my perspectives and fostered personal growth. I pursued a degree in business, which opened doors to several career opportunities, enabling me to improve my social standing.

Today, I am grateful for the experiences that my social class has afforded me. It has not only shaped my identity and values but also instilled in me a deep sense of empathy towards those less fortunate. It has taught me to value hard work, appreciate the little things, and never stop dreaming.

In conclusion, my journey through various social classes has been challenging, enlightening, and rewarding. It has shaped me into the person I am today – resilient, determined, and appreciative of life’s simple blessings. I am a testament to the fact that social class is not a hindrance to success, but a stepping stone for building strength, resilience, and character. My experiences have taught me that no matter where you come from, with determination, perseverance, and a positive outlook, you can overcome any obstacle and achieve your dreams.

College Autobiography Essay About Myself

My name is John Doe, a recent graduate in Computer Science from XYZ University. My journey through college has been one filled with exhilarating experiences, profound learning, and meaningful connections that have indelibly marked my life.

Growing up, I was always fascinated by technology and how it was transforming the world around me. My interest in technology, coupled with my knack for problem-solving and logic, naturally steered me towards pursuing a degree in Computer Science. This choice of study has not only honed my technical skills but also fostered my creativity and critical thinking abilities.

During my time at XYZ University, I was actively involved in various extracurricular activities. I was the president of the computing club, which offered me an avenue to share my passion for technology with my peers. This role enabled me to hone my leadership skills, teamwork abilities, and fostered a sense of community among the club members. I was also a participant in several coding competitions, where I was able to put my coding skills to the test, learn from others, and broaden my understanding of my field.

One of the most transformative experiences during my college years was a summer internship at ABC Tech Company. This internship gave me a taste of the professional world, allowing me to apply the theoretical knowledge I had gained in class to real-world problems. It exposed me to the practical aspects of software development and ignited my passion for innovation. I learned about project management, team collaboration, and the importance of effective communication in a professional setting.

My academic journey was not without challenges. Navigating the demanding coursework, balancing academic commitments with extracurricular activities, and dealing with the pressures of maintaining good grades were all part and parcel of my college experience. However, these challenges were instrumental in building my resilience, enhancing my time-management skills, and teaching me the values of hard work and determination.

In retrospect, my college education has not only equipped me with valuable technical skills but also shaped my character and personal growth. It has instilled in me a lifelong passion for learning and a willingness to step outside my comfort zone. It has taught me the importance of perseverance, resilience, and adaptability – traits that I believe are essential for success.

In conclusion, my journey through college has been a blend of academic growth, personal development, and life-altering experiences. It has prepared me for the next phase of my life, which I look forward to with optimism and excitement. As I step into the professional world, I am confident that the skills and experiences I have gained through my college years will guide me towards achieving my career aspirations.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

Related Posts:

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Home — Essay Samples — Life — Personal Experience — My Autobiography And Future Plans

My Autobiography and Future Plans

• Categories: Biography Personal Experience Personal Growth and Development Personal Life

About this sample

Words: 872 |

Published: Feb 5, 2022

Words: 872 | Pages: 2 | 5 min read

Table of contents

My early childhood, my education.

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Prof. Kifaru

Verified writer

• Expert in: Life

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1435 words

2 pages / 1035 words

1 pages / 524 words

5 pages / 2232 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Personal Experience

After a week passed I wrote a letter to her in which I poured my heart out. It was the last conversation that happened between us and it was time when I changed myself for everyone. First I easily trust everyone but since this [...]

The moment that changed everything - this essay is about such a moment in my life. At the age of 16, it was April and the spring’s breeze was floating through the air. I can feel the breeze push through my hair, keeping my [...]

For the past two years, my involvement in the annual Ramadan fundraiser with Islamic Relief has not only been a volunteer experience but also a profound reflection on volunteering experience. This organization dedicates its [...]

This is a short story about myself. My essay is particularly about me in third grade. In third grade, my family and I moved to Morgan, Utah. I had to go to a different school, where I knew nobody. I had to make new [...]

Wake up! Wake up! The shrieking commands of my now irate mother abruptly awake me. As I strain to open my eyes, I am pierced by the fiery hot coals of the suns rays. I roll out of bed, only to hear more commands barked out by my [...]

Obstacles are often faced by each one of us in our day to day life, as we make each and every effort to reach the pinnacle of success. One must strive hard with great perseverance and resolution besides being very challenging [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

gender reassignment policy uk

Study at Cambridge

About the university, research at cambridge.

• Undergraduate courses
• Events and open days
• Fees and finance
• Postgraduate courses
• How to apply
• Postgraduate events
• Fees and funding
• International students
• Continuing education
• Executive and professional education
• Courses in education
• How the University and Colleges work
• Term dates and calendars
• Visiting the University
• Annual reports
• Equality and diversity
• A global university
• Public engagement
• Give to Cambridge
• For Cambridge students
• For our researchers
• Business and enterprise
• Colleges & departments
• Email & phone search
• Museums & collections
• ED&I at Cambridge
• Public Equality Duties & Protected Characteristics

Equality, Diversity & Inclusion

• Equality Reports
• ED&I at Cambridge overview
• College Equality Policies
• Combined Equality Scheme
• Equality Impact Assessments
• Equal Opportunities Policy
• Equality, Diversity & Inclusion Committee
• Gender Equality Steering Group ( GESG )
• Public Equality Duties & Protected Characteristics overview
• Gender Reassignment overview
• Guidance on Gender Reassignment for Staff overview
• What is gender reassignment
• Protections in law
• Medical or surgical procedures
• Supporting Staff
• Information records and privacy
• Access to facilities
• Bullying and harassment
• Sources of information and guidance
• Transition support checklist
• Marriage and Civil Partnership
• Pregnancy and Maternity
• Religion or Belief
• Sexual Orientation overview
• Research Resources
• Local Support Groups
• Resources for Managers
• LGB&T Glossary
• Direct Discrimination
• Indirect Discrimination
• Racial harassment

Victimisation

• Perceptive Discrimination
• Associative Discrimination
• Third-Party Harassment
• Positive Action
• Initiatives overview
• Academic Career Pathways CV Scheme
• Being LGBTQ+ in Cambridge: A review of the experiences and support of staff at the University of Cambridge
• Faith and Belief in Practice overview
• Facilities for Reflection or Prayer
• Guidance on Religion or Belief for Staff 2013
• College Chaplaincies
• Overview of Buddhism
• Overview of Christianity
• Overview of Hinduism
• Overview of Islam
• Overview of Judaism
• Overview of Sikhism
• Directory of Faith and Belief Communities in Cambridge overview
• Church of England
• United Reformed Church and Church of Scotland
• Festival of Wellbeing
• George Bridgetower Essay Prize
• Returning Carers Fund
• Supporting Parents and Carers @ Cambridge
• The Meaning of Success
• University Diversity Fund
• UDF Successful Projects
• WiSETI overview
• Cake and Careers
• WiSETI Activities overview
• WiSETI/Schlumberger Annual Lectures overview
• Past Lectures
• Events overview
• Recorded Events
• Equality Charters overview
• Athena Swan at Cambridge
• Race Equality Charter
• Training overview
• Equality & Diversity Online Training
• Understanding Unconscious / Implicit Bias
• Networks overview
• Disabled Staff Network
• LGBTQ+ Network overview
• Advice and Support
• Promoting Respect and Dignity
• Resources & Links
• Staff Development and Benefits
• REN: Race Equality Network
• Supporting Parents and Carers @ Cambridge Network
• Women's Staff Network overview
• Support, Information and Local Women's Organisations
• Personal Development
• Advice, Help and Support
• Release Time for Staff Diversity Networks overview
• Information for staff members
• For Managers
• Resources overview
• Race Equality Week 2024 : 5th - 11th February
• COVID - Inclusion Resources

Gender Reassignment

• Equality, Diversity & Inclusion
• ED&I at Cambridge
• Public Equality Duties & Protected Characteristics
• Guidance on Gender Reassignment for Staff
• Sexual Orientation

Gender reassignment is a protected characteristic and the term refers to someone who is transgender. It includes anyone who has proposed, started or completed a process to change his or her sex. The Equality Act extends pre-existing protections for transsexual people by, for example, prohibiting indirect discrimination and removing the need for a transsexual person to be under medical supervision to benefit from legal protection. In employment, the Act also requires organisations to treat absences from work because someone proposes to undergo, is undergoing or has undergone gender reassignment in the same way or better as absences due to illness or injury.

There is limited data on the number of transgender people working or studying in the University. It is believed that there are likely to be more transgender people in higher education than in the population at large.

• A colleague who was born female decides to spend the rest of his life living as a man. He tells his departmental administrator, who makes appropriate arrangements. He then starts life at work and home as a man. After discussion with his doctor and a Gender Identity Clinic, he begins hormone treatment and several years later he has gender reassignment surgery. In this case he would be protected by the gender reassignment provisions of the Equality Act. His departmental administrator should seek guidance from the School's Human Resources Business Manager who will be able to provide support in managing the transition process.
• A student who was born physically male decides to spend the rest of her life as a woman. She starts and continues to live as a woman. As she successfully ‘passes’ as a woman, the student decides that she does not want to seek medical advice nor undergo any medical procedure/treatment. She would similarly be protected by the gender reassignment provisions of the Equality Act.

Support is provided to Transgender staff members of the University, College or associated institution through the LGBT Staff Network.

Support for Transgender Students is provided by the CUSU LBGT Campaign .

The University has produced Guidance on Gender Reassignment for Staff which provides information on good practice to support staff and institutions in implementing the University's Equal Opportunity Policy in relation to gender reassignment.

The University has produced Thinking Globally , which provides information for LGB&T staff and students working and studying at home and abroad.

Additional information and guidance is available from the Equality, Diversity and Inclusion Section.

The ECU has produced revised guidance on Trans Staff and Students in Higher Education .

The University has produced a glossary to explain terms related to gender reassignment.

Find out about Trans rights in Europe

© 2024 University of Cambridge

• Contact the University
• Accessibility
• Freedom of information
• Privacy policy and cookies
• Statement on Modern Slavery
• Terms and conditions
• University A-Z
• Undergraduate
• Postgraduate
• Research news
• About research at Cambridge
• Spotlight on...

Give your feedback to help us improve our website This is the new Equality and Human Rights Commission website

• Gender reassignment discrimination

Published: 22 December 2021

Last updated: 23 February 2023

On this page

What the equality act says about gender reassignment discrimination, different types of gender reassignment discrimination, circumstances when being treated differently due to gender reassignment is lawful, pages in this guide.

• Your rights under the Equality Act 2010
• Age discrimination
• Disability discrimination
• Marriage and civil partnership discrimination
• Pregnancy and maternity discrimination
• Race discrimination
• Religion or belief discrimination
• Sex discrimination
• Sexual orientation discrimination
• Terms used in the Equality Act
• Harassment and victimisation
• Direct and indirect discrimination

What countries does this apply to?

On this page we have used plain English to help explain legal terms. This does not change the meaning of the law.

The Equality Act 2010 uses the term ‘transsexual’ for individuals who have the protected characteristic of gender reassignment. We recognise that some people consider this term outdated, so we have used the term ‘trans’ to refer to a person who has the protected characteristic of gender reassignment. However, we note that some people who identify as trans may not fall within the legal definition.

This page is subject to updates due to the evolving nature of some of the issues highlighted. 

This is when you are treated differently because you are trans in one of the  situations covered by the Equality Act . The treatment could be a one-off action or as a result of a rule or policy. It doesn’t have to be intentional to be unlawful.

There are some circumstances when being treated differently due to being trans is lawful. These are explained below.

The Equality Act 2010 says that you must not be discriminated against because of gender reassignment.

In the Equality Act, gender reassignment means proposing to undergo, undergoing or having undergone a process to reassign your sex.

To be protected from gender reassignment discrimination, you do not need to have undergone any medical treatment or surgery to change from your birth sex to your preferred gender.

You can be at any stage in the transition process, from proposing to reassign your sex, undergoing a process of reassignment, or having completed it. It does not matter whether or not you have applied for or obtained a Gender Recognition Certificate, which is the document that confirms the change of a person's legal sex. 

For example, a person who was born female and decides to spend the rest of their life as a man, and a person who was born male and has been living as a woman for some time and obtained a Gender Recognition Certificate, both have the protected characteristic of gender reassignment. 

There are four types of gender reassignment discrimination.

Direct discrimination

Direct discrimination happens when someone treats you worse than another person in a similar situation because you are trans.

You inform your employer that you intend to spend the rest of your life living as the opposite sex. If your employer alters your role against your wishes to avoid you having contact with clients, this would be direct gender reassignment discrimination.

The Equality Act says that you must not be directly discriminated against because:

• you  have  the protected characteristic of gender reassignment. A wide range of people identify as trans. However, you are not protected under the Equality Act unless you have proposed, started or completed a process to change your sex.
• someone  thinks   you   have  the protected characteristic of gender reassignment. For example, because you occasionally cross-dress or do not conform to gender stereotypes (this is known as discrimination by perception).
• you are  connected   to  a person who has the protected characteristic of gender reassignment, or someone wrongly thought to have this protected characteristic (this is known as discrimination by association).

Absences from work

If you are absent from work because of your gender reassignment, your employer cannot treat you worse than you would be treated if you were absent:

• due to an illness or injury.

Example –  

Your employer cannot pay you less than you would have received if you were off sick.

• due to some other reason - however, in this case it is only discrimination if your employer is acting unreasonably.

If your employer would agree to a request for time off for someone to attend their child’s graduation ceremony, then it may be unreasonable to refuse you time off for part of a gender reassignment process. This would include, for example, time off for counselling.

Indirect discrimination

Indirect discrimination happens when an organisation has a particular policy or way of working that puts people with the protected characteristic of gender reassignment at a disadvantage. Sometimes indirect gender reassignment discrimination can be permitted if the organisation or employer is able to show that there is a good reason for the discrimination. This is known as  objective justification .

An employer has a practice of starting induction sessions for new staff with an ice-breaker designed to introduce everyone in the room to each other. Each worker is required to provide a picture of themselves as a toddler. One worker is a trans woman who does not wish her colleagues to know that she was brought up as a boy, so she does not bring her photo and is criticised by the employer in front of the group for not joining in. The same approach is taken for all new staff, but it puts people with the protected characteristic of gender reassignment at a particular disadvantage.  This would be unlawful indirect discrimination unless the employer could show that the practice was justified.

Harassment is when someone makes you feel humiliated, offended or degraded for reasons related to gender reassignment.

A person who has undergone male-to-female gender reassignment is having a drink in a pub with friends and the landlord keeps calling her ‘sir’ or ‘he’ when serving drinks, despite her complaining about it.

Harassment can never be justified. However, if an organisation or employer can show it did everything it could to prevent people who work for it from harassing you, you will not be able to make a claim for harassment against the organisation, only against the harasser.

Victimisation is when you are treated badly because you have made a complaint of gender reassignment discrimination under the Equality Act. It can also occur if you are supporting someone who has made a complaint of gender reassignment discrimination.

A person proposing to undergo gender reassignment is being harassed by a colleague at work. He makes a complaint about the way his colleague is treating him and is sacked.

A difference in treatment may sometimes be lawful. This will be the case where the circumstances fall under one of the exceptions in the Equality Act that allow organisations to provide different treatment or services on the basis of gender reassignment.

Examples –    

The organisers of a women’s triathlon event decide to exclude a trans woman with a Gender Recognition Certificate as they think her strength or stamina gives her an unfair advantage. However, the organisers would need to be able to show that this was necessary to make the event fair or safe for everyone.

A service provider provides single-sex services. The Equality Act allows a lawfully established separate or single-sex service provider to prevent, limit or modify people’s access on the basis of gender reassignment in some circumstances. However, limiting or modifying access to, or excluding a trans person from, the separate or single-sex service of the gender in which they present will be unlawful if you cannot show such action is a proportionate means of achieving a legitimate aim. This applies whether or not the person has a Gender Recognition Certificate.

Updated: 23 Feb 2023

• Removed paragraph on language recommendations made by Women and Equalities Committee (WEC) in 2016
• Removed the term ‘transsexual’ as per WEC 2016 recommendations
• Added paragraph explaining use of plain English in the guidance
• Removed a paragraph on intersex people not being explicitly protected from discrimination by the Equality Act

Page updates

22 December 2021

Last updated:

23 February 2023

Advice and support

If you think you might have been treated unfairly and want further advice, you can contact the  Equality Advisory and Support Service (EASS) .

The EASS is an independent advice service, not operated by the Equality and Human Rights Commission.

Phone: 0808 800 0082  

Call the EASS on:

0808 800 0082

Was this page useful? Yes No

Thank you for your feedback

Help us to improve this website

Why isn't this page helpful.

Please tell us more about why this page is not helpful. We can't reply, so, if you need help with a problem, find out where to go for advice.

Do not include personal information such as e-mail, telephone number or address.

What kind of problem are you experiencing on this page?

Stay informed.

Sign up to receive our email newsletter for the latest news, legal action and guidance.

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

• Society and culture
• Equality, rights and citizenship

Gender equality at every stage: a roadmap for change

The roadmap sets out the vision and actions to tackle persistent gendered inequalities, published alongside the case for change and gender equality monitor.

Ref: ISBN 978-1-5286-1465-8, CP 140

PDF , 7.58 MB , 28 pages

Order a copy

The Gender Equality Monitor: tracking progress on gender equality

PDF , 1.02 MB , 28 pages

The case for change: how economic gender inequalities take hold across the life course

PDF , 752 KB , 20 pages

Gender equality at every stage: a roadmap for change (Welsh translation)

PDF , 374 KB , 22 pages

The government has published Gender equality at every stage: a roadmap for change, setting out the vision and actions to tackle the persistent gendered inequalities women and men face across their lives, supporting them to contribute to the country’s economy and balance caring responsibilities with a rewarding career.

The roadmap sets out eight key challenges we need to tackle from childhood to retirement and government action to do so.

Alongside this, we are publishing a longer ‘case for change’, which examines in greater depth the factors that underlie gendered differences in work and pay, supporting the vision and action laid out in ‘Gender equality at every stage: a roadmap for change’.

Thirdly, the Gender Equality Monitor (GEM) brings together a suite of indicators in a single place to monitor gender equality across five key areas:

Economic participation and progression

Attitudes and leadership

Education and skills

Crime and justice

Health and wellbeing

Bringing these measures together allows users to understand the gendered nature of these issues and allows us to monitor progress.

Related content

Is this page useful.

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. We’ll send you a link to a feedback form. It will take only 2 minutes to fill in. Don’t worry we won’t send you spam or share your email address with anyone.

• Beatson West of Scotland Cancer Centre
• Gartnavel Royal Hospital
• Princess Royal Maternity
• Inverclyde Community Maternity Unit
• Inverclyde Royal Hospital – Mental Health Unit
• Institute Of Institute Of Neurological Sciences And Spinal Unit
• Queen Elizabeth Maternity Unit
• Royal Alexandra Community Maternity Unit
• Royal Alexandra Hospital – Mental Health Wards
• Schiehallion
• National Child Psychiatry Inpatient Unit
• Stobhill Hospital – Mental Health Wards
• Vale of Leven Community Maternity Unit
• New Victoria Hospital
• West Glasgow Ambulatory Care Hospital
• Health Centres and Clinics
• Maternity Hospitals And Units
• Child Development Centres
• Day Hospitals
• Learning Disability Services
• Mental Health Hospitals, Resource Centres and Primary Care Teams
• Catering Contacts
• Eating and Drinking At Home
• Food advice for visitors
• Food in Hospitals news
• Frequently asked questions and facts about our food services
• Improving the quality of our meals
• Ordering your meals and menu information
• How We Prepare Our Meals
• Improving your mealtime experience
• Patient Information leaflets
• Visiting Information in other languages
• Charitable Donations
• Data Protection & Privacy
• Access to Records
• Hospitals And Other Facilities
• Return of NHS equipment
• Treatment and Services
• Transport, Travel and Parking – Information for Patients and Visitors
• Services A to Z
• COVID-19 – what to do if you have symptoms
• Self Care and NHS Inform
• Optometrist (eyes)
• Mental Health
• Virtual Accident & Emergency (A&E)
• Accident & Emergency
• Minor Injuries Unit
• When to call 999
• Sexual Health (Sandyford)
• Alcohol and Drug Recovery Services
• Glasgow and Partners Emergency Social Work Services
• The new National Redirection Policy
• Vaccinations
• Current engagement opportunities
• Current strategy Projects
• How We Got Here
• Care Home Collaborative
• COVID-19 – General advice and guidance
• COVID-19 Testing
• Give & Go
• Information for pregnant women and their families
• Early Years
• Equalities in Health
• Group A streptococcus (GAS) – Strep A Guidance
• Heads Up – Mental Health Support
• Hospital Building Smoke-Free Perimeter
• Infection Prevention and Control
• Person Centred Health and Care
• Planning for Care
• Public Health
• Starting your NHS Career
• HR Support & Advice Unit
• Equality, Diversity and Inclusion
• Induction Portal
• Learning, Education and Training
• LGBTQ+ Staff Forum
• Occupational Health
• Once for Scotland Workforce Policies
• Organisational Development (OD) and your OD Team
• Pay and Conditions of Service
• Policies and Staff Governance
• The Recruitment Service
• Safety, Health and Wellbeing
• Self help for staff
• Staff Experience
• Cycling And Walking
• Staff Parking at NHSGGC
• Staff Shuttle Bus
• Public Transport
• Celebrating Success
• Allied Health Professionals (AHPs) – Professionals Section
• All about money – Information for managers
• Food and fluid myths in hospital
• National Hydration Campaign
• Laboratory Medicine
• Library Network 
• Medical Education for NHSGGC
• Practice Education
• #19326 (no title)
• Public Involvement Staff Resources
• Research and Innovation
• New Smoke-free Perimeter – Information for Staff
• Active Staff
• All About Money
• Food, Fluid and Nutrition
• Stop Smoking Support – Quit your way
• Support and Information Services
• Volunteering
• Work Experience
• Data Protection and Privacy
• Data Protection Impact Assessments
• Meet the Press Team
• Meet the Board
• Become a Board member
• Agendas, Papers & Minutes
• Interim Board Meeting Agendas, Papers & Minutes
• Contact the Board
• Annual reports and reviews
• Finances, Publications and Reports
• Sustainability
• Greater Glasgow & Clyde Healthcare Charity
• Feedback, Comments, Complaints and Concerns Reports
• Engagement and Consultations
• Involvement Groups and Networks
• Freedom Of Information
• Useful Contacts
• Keep up to date – help shape the future

What is gender reassignment.

In most cases we grow up feeling a sense of comfort or acceptance with our gender but this is not true for all people. Around 1 in 11,500 people will find that as they grow up, they feel less comfortable with the gender prescribed to them at birth, and will instead, find greater comfort and connection to another gender. They may then express the need to live in this different and more appropriate gender. In Scotland, those of us experiencing this are referred to as ‘transgender’ or ‘trans’ people. ‘Trans’  is an umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth.

In the Equality Act it is known as gender reassignment*. All transsexual people share the common characteristic of gender reassignment.

To be protected from gender reassignment discrimination, you do not need to have undergone any specific treatment or surgery to change from your birth sex to your preferred gender. This is because changing your physiological or other gender attributes is a personal process rather than a medical one.You can be at any stage in the transition process – from proposing to reassign your gender, to undergoing a process to reassign your gender, or having completed it.

*’Gender reassignment’ is a term of much contention and is one that Stonewall’s Trans Advisory Group feels should be reviewed.

The Equality Act 2010 says that you must not be discriminated against because you are transsexual, when your gender identity is different from the gender assigned to you when you were born. For example: • a person who was born female decides to spend the rest of his life as a man

In the Equality Act it is known as gender reassignment. All transsexual people share the common characteristic of gender reassignment.

The Equality Act says that you must not be discriminated against because: • of your gender reassignment as a transsexual. You may prefer the description transgender person or trans male or female. A wide range of people are included in the terms ‘trans’ or ‘transgender’ but you are not protected as transgender unless you propose to change your gender or have done so. For example, a group of men on a stag do who put on fancy dress as women are turned away from a restaurant. They are not transsexual so not protected from discrimination • someone thinks you are transsexual, for example because you occasionally cross-dress or are gender variant (this is known as discrimination by perception) • you are connected to a transsexual person, or someone wrongly thought to be transsexual (this is known as discrimination by association)

Intersex people (the term used to describe a variety of conditions in which a person is born with a reproductive or sexual anatomy that doesn’t fit the typical definitions of female or male) are not explicitly protected from discrimination by the Equality Act, but you must not be discriminated against because of your gender or perceived gender. For example: • if a woman with an intersex condition is refused entry to a women-only swimming pool because the attendants think her to be a man, this could be sex discrimination or disability discrimination

Following is a short film by the Equality & Human Rights Commission titled ‘What is gender reassignment discrimination?’.

Trans people are entitled to the same level of quality care as everyone else and should expect to receive it based on their gender identity, gender expression or physical body. However, it is important to appreciate the lived experience of many Trans people to ensure the care health services provide is appropriate and sensitive.

Findings from the recent INCLUSION Project research showed significant issues for Trans people include:

• Mental health problems including suicide, self harm, anxiety and depression
• Lack of primary care facilities as many GPs have no or little knowledge of Trans people’s needs
• Lack of access to essential medical treatment for gender identity issues, i.e. electrolysis for Trans women
• Lack of awareness and understanding of care providers so that Trans people are in appropriately treated in single gender out patient and in patient services.
• Inconsistent funding and access to transitioning services throughout Scotland
• Lack of social work service to support children, young people, adults and families with gender identity issues.
• Social exclusion, violence and abuse and the resulting negative impact on health and well-being

NHS Greater Glasgow and Clyde were the first NHS Board in Scotland to publish a  Gender Reassignment Policy  which sets out our commitment to ensure equality of access to services that are both appropriate and sensitive. We have the busiest trans services in Scotland at the Sandyford Initiative and provide a number of specialist services that are recognised as being amongst the best in the UK. However, there are still barriers experienced by Trans people using mainstream NHS services. It is essential that frontline NHS staff do all they can to remove the stigma of transitioning and play their part in delivering services of the highest standard to Trans people. To this end, guidance has been issued to support staff in responding to queries from Trans service users.Add info here…

Fran’s Story

Fran transitioned from male to female 10 years ago. She has spent her life experiencing bullying and harassment because of her gender identity and has been the victim of several hate crime incidents.

Fran was experiencing pain in her right thigh and attended an outpatient appointment.  When Fran entered the waiting area she gave her name and confirmed her appointment time.  The receptionist explained there wasn’t an appointment for a Fran Walker but there was one for a Mr Frank Walker.  Fran explained that she should now be referred to as Fran as she had requested all records be updated to reflect her gender reassignment.  The receptionist explained she was unable to do that until the medical records were updated.  Fran was asked to take a seat in the waiting area.  Fran was in discomfort but before taking a seat explained again it was Fran or Ms Walker, not Frank or Mr Walker.

While Fran was waiting for her appointment she heard a member of staff calling for a Mr Frank Walker.  Fran sat where she was, angry, frustrated and embarrassed that she was still being referred to in the wrong gender.  Eventually after a repeat call she stood and walked into the treatment room.  She was still very upset and asked why, despite explaining she wished to be called by her new name, staff insisted on calling her by her previous name.  The member of staff explained the name on her record was Frank Walker, not Fran, and until they heard otherwise, she would continue to be addressed as Frank or Mr Walker. Fran tried to remain calm and explained that if she was referred to as Frank again she would make a formal complaint.  The member of staff reiterated the position so Fran explained that staff were in breach of legislation protecting trans people. They were deliberately disclosing her previous birth gender and so could be held liable and receive a significant financial penalty under UK law. Fran stated that if it happened again she would take formal action. The equality Act protects trans people in a number of ways, one of which is to ensure previous birth gender is only disclosed to another party when necessary with appropriate controls in place and then only with the expressed permission of the trans person.

Publications

• Changing for the Better
• Changing Your CHI
• Engaging All Staff in Trans Inclusion
• Gender Reassignment Policy Review 2021
• Getting Equalities Monitoring Right
• Homophobic and Transphobic Hate Crime
• LGBT in Scotland Health Report
• Life in Scotland for LGBT Young People
• Sharing Trans Information
• Transgender Equality
• Gender Identity Research & Education Society (GIRES)
• LGBT Youth Scotland
• Press for Change
• Sandyford Initiative
• Scottish Trans Alliance

Would you like to keep up to date with local health news from us?

The NHS Ends the "Gender-Affirmative Care Model" for Youth in England

Following extensive stakeholder engagement and a systematic review of evidence , England’s National Health Service (NHS) has issued new draft guidance for the treatment of gender dysphoria in minors, which sharply deviates from the “gender-affirming” approach. The previous presumption that gender dysphoric youth <18 need specialty “transgender healthcare” has been supplanted by the developmentally-informed position that most need psychoeducation and psychotherapy. Eligibility determination for medical interventions will be made by a centralized Service and puberty blockers will be delivered only in research protocol settings. The abandonment of the "gender-affirming" model by England had been foreshadowed by The Cass Review's interim report , which defined "affirmative model" as a "model of gender healthcare that originated in the USA."

The reasons for the restructuring of gender services for minors in England are 4-fold. They include (1) a significant and sharp rise in referrals; (2) poorly-understood marked changes in the types of patients referred; (3) scarce and inconclusive evidence to support clinical decision-making, and (4) operational failures of the single gender clinic model, as evidenced by long wait times for initial assessment, and overall concern with the clinical approach.

The new NHS guidance recognizes social transition as a form of psychosocial intervention and not a neutral act, as it may have significant effects on psychological functioning. The NHS strongly discourages social transition in children, and clarifies that social transition in adolescents should only be pursued in order to alleviate or prevent clinically-significant distress or significant impairment in social functioning , and following an explicit informed consent process . The NHS states that puberty blockers can only be administered in formal research settings, due to the unknown effects of these interventions and the potential for harm. The NHS has not made an explicit statement about cross-sex hormones , but signaled that they too will likely only be available in research settings. The guidelines do not mention surgery , as surgery has never been a covered benefit under England’s NHS for minors.  

The new NHS guidelines represent a repudiation of the past decade’s approach to management of gender dysphoric minors.  The “gender-affirming” approach, endorsed by WPATH and characterized by the conceptualization of gender-dysphoric minors as “transgender children” has been replaced with a holistic view of identity development in children and adolescents. In addition, there is a new recognition that many gender-dysphoric adolescents suffer from mental illness and neurocognitive difficulties, which make it hard to predict the course of their gender identity development.

The key highlights of the NHS new guidance are provided below.* 

1. Eliminates the “gender clinic” model of care and does away with “affirmation”

• The NHS has eliminated the “gender clinic” model of care where children are seen solely by a specialist gender dysphoria practitioner, replacing it with standard care in children’s hospital settings.
• Rather than “affirming” a transgender identity of young person, staff are encouraged to maintain a broad clinical perspective and to “embed the care of children and young people with gender uncertainty within a broader child and adolescent health context.”
• “Affirmation” has been largely eliminated from the language and the approach. What remains is the guidance to ensure that “assessments should be respectful of the experience of the child or young person and be developmentally informed.”
• Medical transition services will only be available through a centralized specialty Service, established for higher-risk cases. However, not all referred cases to the Service will be accepted, and not all accepted cases will be cleared for medical transition.
• Treatment pathway will be shaped, among other things, by the “clarity, persistence and consistency of gender incongruence, the presence and impact of other clinical needs, and family and social context.”
• The care plan articulated by the Service will be tailored to the specific needs of the individual following careful therapeutic exploration and “may require a focus on supporting other clinical needs and risks with networked local services.”

2. Classifies social gender transition as an active intervention eligible for informed consent

• The NHS is strongly discouraging social gender transition in prepubertal children.
• diagnosis of persistent and consistent gender dysphoria
• consideration and mitigation of risks associated with social transition
• clear and full understanding of the implications of social transition
• a determination of medical necessity of social transition to alleviate or prevent clinically significant distress or impairment in social functioning
• All adolescents will need to provide informed consent to social gender transition.

3. Establishes psychotherapy and psychoeducation as the first and primary line of treatment

• All gender dysphoric youth will first be treated with developmentally-informed psychotherapy and psychoeducation by their local treatment teams.
• Extensive focus has been placed on careful therapeutic exploration, and addressing the broader range of medical conditions in addition to gender dysphoria.
• For those wishing to pursue medical transition, eligibility for hormones will be determined by a centralized Service, upon referral from a GP (general practitioner) or another NHS provider.

4. Sharply curbs medical interventions and confines puberty blockers to research-only settings

• The NHS guidance states that the risks of puberty blockers are unknown and that they can only be administered in formal research settings. The eligibility for research settings is yet to be articulated.
• The NHS guidance leaves open that similar limitations will be imposed on cross-sex hormones due to uncertainty surrounding their use, but makes no immediate statements about restriction in cross-sex hormones use outside of formal research protocols.
• Surgery is not addressed in the guidance as the NHS has never considered surgery appropriate for minors.

5. Establishes new research protocols

• All children and young people being considered for hormone treatment will be prospectively enrolled into a research study.
• The goal of the research study to learn more about the effects of hormonal interventions, and to make a major international contribution of the evidence based in this area of medicine.
• The research will track the children into adulthood.

6. Reinstates the importance of “biological sex”

• The NHS guidance defines “gender incongruence” as a misalignment between the individual’s experience of their gender identity and their biological sex.
• The NHS guidance refers to the need to track biological sex for research purposes and outcome measures.
• Of note, biological sex has not been tracked by GIDS for a significant proportion of referrals in 2020-2021.

7. Reaffirms the preeminence of the DSM-5 diagnosis of “gender dysphoria” for treatment decisions

• The NHS guidance differentiates between the ICD-11 diagnosis of “gender incongruence,” which is not necessarily associated with distress, and the DSM-5 diagnosis of “gender dysphoria,” which is characterized by significant distress and/or functional impairments related to “gender incongruence."
•  The NHS guidance states that treatments should be based on the DSM-5 diagnosis of “gender dysphoria.” 
• Of note, WPATH SOC8 has made the opposite recommendation, instructing to treat based on the provision of the ICD-11 diagnosis of “gender incongruence.” “Gender incongruence” lacks clinical targets for treatment, beyond an individual’s own desire to bring their body into alignment with their internally-held view of their gender identity.

8. Clarifies the meaning of “multidisciplinary teams” as consisting of a wide range of clinicians with relevant expertise, rather than only “gender dysphoria” specialists

• The NHS guidance clarifies that a true multidisciplinary team is comprised not only of “gender dysphoria specialists,” but also of experts in pediatrics, autism, neurodisability and mental health, to enable holistic support and appropriate care for gender dysphoric youth.
• neurodevelopmental disorders such as autistic spectrum conditions
• mental health disorders including depressive conditions, anxiety and trauma
• endocrine conditions including disorders of sexual development pharmacology in the context of gender dysphoria
• risky behaviors such as deliberate self-harm and substance use
• complex family contexts including adoptions and guardianships
• a number of additional requirements for the multidisciplinary team composition and scope of activity have been articulated by the NHS.

9. Establishes primary outcome measures of “distress” and “social functioning”

• The rationale for medical interventions for gender-dysphoric minors has been a moving target, ranging from resolution of gender dysphoria to treatment satisfaction.  The NHS has articulated two main outcome measures of treatment: clinically significant distress and social functioning .
• This is an important development, as it establishes primary outcome measures that can be used by researchers to assess comparative effectiveness of various clinical interventions. 

10. Asserts that those who choose to bypass the newly-established protocol will not be supported by the NHS

• Families and youth planning to obtain hormones directly from online or another external non-NHS source will be strongly advised about the risks.
• Those choosing to take hormones outside the newly established NHS protocol will not be supported in their treatment pathway by NHS providers.
• Child safeguarding investigations may also be initiated if children and young people have obtained hormones outside the established protocols.

With the new NHS guidance, England joins Finland and Sweden as the three European countries who have explicitly deviated from WPATH guidelines and devised treatment approaches that sharply curb gender transition of minors. Psychotherapy will be provided as the first and usually only line of treatment for gender dysphoric youth.

The full text of the NHS guidance can be accessed here .

 * This is a transitional protocol as the NHS works to establish a more mature network of children’s hospitals capable of caring for special needs of gender dysphoric youth. A fuller service specification will be published in 2023-4 following the publication of the Cass Review’s final report .

• International edition
• Australia edition
• Europe edition

Guidance on treatment of transgender pupils poses legal risks, say unions

Teachers and school leaders in England call government proposals vague, leaving them vulnerable to losing court cases

Teaching unions and school leaders in England are calling for an overhaul of ministers’ proposed guidance on the treatment of transgender pupils, saying the current version is incomplete and vulnerable to legal challenges.

The unions and other organisations, including the campaigning group Sex Matters, are also critical of the guidance proposals for how schools should respond to children wanting to socially transition to a different gender by changing their names or uniform.

In their responses to the government’s consultation, which closed on Tuesday, the Association of School and College Leaders (ASCL) and the NASUWT teachers union highlighted their concerns that the government had ignored legal advice that schools could face a “high risk” of losing court cases if they follow the new guidance.

Leaked legal advice obtained by Schools Week revealed that lawyers at the Department for Education said parts of the guidance would fail to stand up to legal challenges. But the passages were still included in the published draft and approved by No 10 and equalities minister Kemi Badenoch.

Julie McCulloch, director of policy at the ASCL, said: “School and college leaders have been waiting for this guidance for several years now. While its publication is helpful in many ways, we also have a number of concerns.

“One of the reasons why this guidance is so necessary, along with supporting schools in taking compassionate, evidence-informed decisions which keep all their pupils safe, is to protect school and college leaders from increasingly vitriolic and threatening challenges in relation to the decisions they make.

“The very least we would expect from any government guidance is that it is legally sound.

“If the government cannot provide assurance that schools and colleges will not be leaving themselves open to legal challenge by following this guidance, then the government itself must commit to taking on any legal challenges that arise against schools.”

Patrick Roach, the general secretary of NASUWT, said schools desperately needed new guidance, but said the current draft should be withdrawn and replaced with “sensible and credible interpretations” of schools’ legal duties.

Roach said: “Teachers and headteachers need to be confident that following guidance from the government will not conflict with other legal and statutory obligations, such as the Equality Act, or Keeping Children Safe in Education safeguarding laws.

“In our view, the draft guidance fails to provide effective support on practical issues that schools and colleges may face, including working with children who have already transitioned with the support of their families.

“It also fails to address the issue that teachers, schools and colleges rarely have access to adequate support on these matters from external agencies.”

after newsletter promotion

Both unions said the advice that schools should adopt a policy of “watchful waiting”, in response to a pupil’s request to socially transition, was vague.

NASUWT’s response said the phrase gave “little practical assistance”, adding: “Specifically, the guidance does not set out what schools and colleges should watch for, nor does it help them to determine a reasonable duration within which they should watch and wait in particular cases.”

Sex Matters, while supportive of the guidance overall, also criticised the lack of detailed guidance being offered to schools regarding issues such as social transitioning.

“Schools are not clinics, and teachers are not clinicians. They cannot undertake watchful waiting … or involve other children in ‘providing treatment’ for gender dysphoria,” its response to the consultation stated.

Sex Matters also called for the government to provide legal analysis highlighting “which statutory requirements underpin the guidance and why it is consistent with the Equality Act”, in light of likely court challenges.

• Transgender
• LGBTQ+ rights
• Department for Education
• Teacher training
• Education policy

Most viewed

• Commercial AI Use
• Gov't AI Use
• AI in the Criminal Justice System
• Screening & Scoring
• FTC Commercial Surveillance Rulemaking
• Social Media Privacy
• Data Brokers
• Communications Privacy
• Competition and Privacy
• Web Scraping
• Article III Standing
• Data Security
• Election Security
• Presidential Directives
• International Privacy
• Enforcement of Privacy Laws
• Government Records & Privacy
• Location Tracking
• Children's Privacy
• Student Privacy
• Health Privacy
• Workplace Privacy
• Privacy & Racial Justice
• Voter Privacy
• Census Privacy
• Donor Privacy
• Online Harassment
• Access to Information
• Freedom of Information Act
• Federal Advisory Committee Act
• Privacy Impact Assessments
• Fourth Amendment
• International Privacy Laws
• U.S. Privacy Laws
• Proposed U.S. Legislation
• State Privacy Laws
• FISA Section 702
• Face Surveillance & Biometrics
• Drones & Aerial Surveillance
• Traveler Screening & Border Surveillance
• Privacy in Public
• Intelligence Surveillance
• Government Databases
• PATRIOT Act
• Wiretapping
• EPIC Publications
• Digital Library
• EPIC in the News
• EPIC Statements
• EPIC Commentaries
• EPIC Projects
• Board & Staff
• EPIC Advisory Board
• Careers & Internships
• Being a Non-profit
• Cy Pres Awards
• Privacy Policy

Comments of EPIC to the UK Department for Education on Gender Questioning Children

COMMENTS OF THE ELECTRONIC PRIVACY INFORMATION CENTER

UK Department for Education

Gender Questioning Children: Non-statutory guidance for schools and colleges in England

March 12, 2024

By notice published December 19, 2023, the United Kingdom’s Department for Education (hereinafter “the Department”) has solicited feedback on its draft consultation regarding Gender Questioning Children (hereinafter “the Consultation”), [1] to close on March 12, 2024. [2] This Consultation is intended to address social transitioning in schools by minors who are questioning their gender identity. Pursuant to the request for views on how to best support schools to inform the Department’s work in this area, the Electronic Privacy Information Center (“EPIC”) submits the following comments.

EPIC is a public interest research center in Washington, D.C., established in 1994 to focus public attention on emerging civil liberties issues and to secure the fundamental right to privacy in the digital age for all people through advocacy, research, and litigation. [3] EPIC regularly promotes individual and societal privacy interests where the LGBTQ+ community is a vulnerable, impacted community. EPIC has submitted FOIA requests, [4] comments on regulations [5] and filed complaints [6] regarding unlawful practices relating to the LGBTQ+ community.

The transgender, non-binary, intersex, and other gender variant groups in the LGBTQ+ community face mounting regulation and discrimination in the United Kingdom and are particularly vulnerable to the harsh consequences of being outed. Disclosing a person’s status as a transgender individual opens them up to discrimination, harassment, and violence. [7] With appropriate warning and consent, transgender individuals can plan for possible negative outcomes of revealing their transgender status to loved ones, such as arranging alternative housing or starting discussions with family members to educate them on the LGBTQ+ community. However, this consultation effectively removes the student from the conversation by automatically notifying parents of any requested changes and notifying any staff the school deems “relevant” without input from the student. The Department should focus its efforts on supporting the students going through this challenging transitionary period by respecting the individual’s autonomy, limiting disclosure of the child’s gender questioning status, and providing a smooth process to access school resources and facilities.  

In the interest of providing comprehensive and helpful feedback, we have listed below each of the Department’s questions addressed in these comments, followed by our responses.

General Provisions

11. do you think the structure of the guidance is easy to follow, 41. do you have any comments on the overall approach of the guidance, 42. do you have any further comments you would like to share on the draft of the guidance that have not been captured above.

The Consultation should include guidance on non-binary, intersex, and otherwise gender non-conforming individuals. The Consultation focuses on binary transgender individuals, those who start out as either male or female, and transition to a different gender. However, there are other ways to express gender inconsistent with assigned sex at birth. First, there are intersex people who “may have biological attributes of both sexes” or whose biological attributes “do not fit with societal assumptions about what constitutes as male or female.” [8]  Up to 1.1 million people in the UK and 1.7% of the global population are intersex; [9] individuals have an equal chance of being born intersex and being born a twin. [10] Next, non-binary is an umbrella term for individuals whose gender identity doesn’t neatly fit into the category of man or woman. [11] For example, some people are a mix of both male and female (genderfluid individuals) or neither (agender individuals). Because of the added complexity of non-binary and intersex individuals, the Department should issue clear guidance to ensure schools are adequately protecting the well-being of all gender non-conforming students.

Furthermore, the Department needs to issue clear guidance as to what constitutes bullying to ensure adequate protection. The Consultation briefly mentions a prohibition of bullying and harassment but has policies that conflict with this sentiment. Under this Consultation, staff and other students are not required to respect the pronouns and preferred name of the child who requests the accommodation. Respecting a person’s preferred pronouns and chosen name is a widely recognized facet of gender affirmation; [12] not doing so can lead to stigma and negative mental health outcomes. [13] Furthermore, the Consultation has indicated multiple situations where students would be restricted to using facilities inconsistent with their gender identity increases the risk of sexual assault for the transgender individual. [14] The Consultation’s choice to allow and even encourage behaviors which directly harms individuals’ mental health flies in the face of the prohibition on bullying and harassment from both staff and students. Furthermore, the brief reference to bullying paradoxically focuses not on the victim of the alleged conduct, but the perpetrator. While an honest mistake should not be sanctioned, a child who is the subject of repeated misgendering should be secure in the knowledge that their school will take corrective action to protect them. The Department should clarify the guidance regarding bullying and harassment to ensure that all students can co-exist peacefully and without discrimination.

Finally, the Department should issue guidance regarding students who have already begun to transition, medically or otherwise. For example, students who are at least 16 can legally change their name with a deed poll without parental consent. [15] While chosen names should be respected in all circumstances, this situation would absolutely require schools to honor the student’s new legal name. Schools also need guidance as to students who are already using new pronouns, a new name, a different gender marker, different facilities, or otherwise living consistently with their new gender identity before arriving at the school. This guidance must ensure consistency across schools and reduce the burden on students who have already gone through a lengthy and intensive review process. If the student has already gone through a review process at another school and received accommodations, the new school should honor that decision.

Dangers to a Child’s Safe ty

17. think about the points outlined for schools and colleges to consider on pages 9-11 regarding making decisions about how to respond to requests for social transition. are these points helpful, 18. if you answered no, what considerations would be more helpful for schools and colleges to consider for example, when assessing whether to support a child wishing to socially transition, do you think different weight should be given to the views of parents, the age of the child, the long- and short-term impacts on the child, the impact on other children, and any relevant clinical or medical advice.

Schools must not forcibly out minors to their parents and extraneous staff, as such a choice exposes these students to exponentially higher risks of homelessness, threats to the child’s safety, harassment, and severe damage to mental health. Transgender people face heightened threats to their safety based on their transgender status. Between 2021 and 2022, the UK Home Office reported 4,355 hate crimes based on transgender status, a marked 56% increase from the previous year, despite high rates of non-reporting. [16] According to a survey by Stonewall, 41% of transgender respondents experienced a hate crime based on their gender. [17]

A familial connection does not lower the danger to students. A 2015 survey by the National Center for Transgender Equality found that 10% of transgender people reported that an immediate family member was violent to them and 8% were kicked out of the house, in both cases because of the individual’s transgender status. [18] According to Stonewall 14% of transgender people aren’t open about their gender identity to anyone in their family, and 41% of transgender people delay or forego medical intervention because they fear the consequences to their relationships with family. [19] Prior to any notification, schools should investigate whether automatically involving the parents would put the child’s physical safety at risk.

Outing students to educational staff can also be dangerous. According to Stonewall, 36% of respondents have faced negative comments and behavior from educational staff. [20] The child’s safety is paramount, and schools should not expose children to undue risk for any reason.

Discouraging Children from Transitioning by Severely Restricting Autonom y

21. does this section on page 12 provide enough detail for schools and colleges to respond to a child’s requests to change their name, 22. if you answered no, in which of the following areas do schools and colleges need further guidance to respond to a child’s requests to change their name, 23. does this section on page 13 provide enough detail for schools and colleges to respond to a child’s requests to change their pronouns, 24. if you answered no, in which of the following areas do schools and colleges need further guidance to respond to a child’s requests to change their pronouns.

The Department should allow for a greater range of flexibility in a child’s ability to change their name and pronouns due to the importance of social transitioning to mental health outcomes. Social transitioning has been linked to a reduction in suicidal ideation and depression as well as fewer negative mental health outcomes as an adult if started earlier in life. [21] By denying name and pronoun changes, schools become a gatekeeper to the child’s gender expression and cause detrimental outcomes in mental health. [22] The blanket denial of any changes under a certain age, the delayed waiting period for instituting any change, and enabling staff and other students to not respect the change devalues both the internal work the child has done to come to the conclusion that they are transgender and the external work they have done to transition outside of school, such as coming out to family or beginning medical interventions. The individual is the one who should determine their gender expression, including chosen name and pronouns, not an outside committee that doesn’t have access to the individual’s internal thoughts and feelings. [23]

Furthermore, the broad and sometimes mandatory disclosure of birth name and sex to extraneous educational staff is an invasion of the child’s privacy. Only the staff who would be directly affected by a name or pronoun change, such as the teachers in charge of the student, should be made aware to limit the potential harm to the child.

Restricting Children’s Access to School Resources and Activities

25. does this section on pages 14 and 15 provide enough detail for schools and colleges to respond when a child who is questioning their gender makes a request to use facilities (e.g. toilets, changing rooms, showers and boarding and residential accommodation) designated for the opposite sex, 26. if you answered no, in which of the following areas do schools and colleges need further guidance, 27. think about the circumstances provided in the guidance on pages 14 and 15, outlining the option for schools and colleges to find alternative facilities. does the guidance provide enough support to help schools and colleges determine how to offer alternative facilities, 28. does this section provide enough detail for schools and colleges to support children who do not wish to use accommodation that is designated for their sex in relation to boarding and overnight accommodation.

Denying access to the appropriate washroom and boarding facilities could violate both the Equality Act and the Education (School Premises) Regulation 1996. Under the Equality Act, gender reassignment is a protected characteristic, and engaging in a social transition is sufficient to constitute gender reassignment for the purpose of the Equality Act. [24] Under section 85(5) of the Equality Act, a responsible body of a school cannot victimize a pupil in the way it provides education or access to facilities. [25] Barring a transgender student from accessing the bathroom that aligns with their gender identity could be an example of such discrimination. The feelings of others, including parents, should not allow schools to infringe upon the transgender student’s right to protection from discrimination. The Education (School Premises) Regulation 1996 also allows for schools to consider “special requirements” of students when allocating bathroom placement, including “needs arising from physical, medical, . . . emotional, or behavioural difficulties.” [26] The default under the Consultation requires students to use a facility inconsistent with their gender identity, unless a school is willing to provide voluntary alternate accommodations. The Department should update this Consultation to require a case-by-case evaluation as to whether a student should be able to use the appropriate facility and mandate the existence of alternate accommodations if a child is unwilling to use the facilities inconsistent with their gender identity.

The Department should make the Consultation’s option of providing an alternative accommodation to transgender students mandatory. Using a bathroom inconsistent with the student’s gender identity opens transgender youth to a higher risk of sexual assault, according to a 2019 Harvard study. [27] Being transgender and using an inconsistent facility could give rise to medical issues (clinical dysphoria) [28] as well as feelings of isolation or humiliation. This is a particularly salient issue for students who have already otherwise transitioned. The use of an inconsistent facility could lead to an involuntary admission of their transgender status due to visibly not matching the expectations of their sex assigned at birth. The Department should include clear guidance for students who have previously transitioned to ensure that these students are adequately protected. Where schools have denied students access to facilities consistent with their gender identity, they should be required to provide alternate accommodations to protect transgender students from these heightened risks. 

The Department for Education should not enshrine these harmful policies that actively suppress students’ rights to self-expression, autonomy, and dignity. The Consultation explicitly states that its guiding principles are safeguarding and promoting the welfare of all children and creating a “respectful and tolerant” place where bullying is not tolerated. The Consultation as written directly exposes children to a tangible risk of physical harm and homelessness, and it deprives children of the ability to live authentically in their day to day lives. Instead, the Department should require schools to assess who may be notified in the event of a child requesting a social transition accommodation, analyze whether it would be safe for the child to notify those individuals, and thereafter limit the spread of information to that which the child consents to. Schools should also assess students on a case-by-case basis to determine whether access to a single sex space consistent with the child’s gender identity is appropriate, or providing an alternative accommodation to ensure that no child is uncomfortable in necessary spaces like bathrooms. All students deserve to feel safe and respected at school, and the Department for Education can support that vision with its guidance relating to gender questioning kids by centering the privacy and wellbeing of the transgender child in its policies, rather than focusing on the effect of the transition on outside parties.

Respectfully submitted,

/s/ Calli Schroeder   Calli Schroeder

EPIC Senior Counsel and Global Privacy Counsel

/s/ Maria Villegas Bravo   Maria Villegas Bravo EPIC Law Fellow

[1] UK Department for Education, Draft for consultation, Gender Questioning Children: Non-statutory guidance for schools and colleges in England , available at   https://consult.education.gov.uk/equalities-political-impartiality-anti-bullying-team/gender-questioning-children-proposed-guidance/supporting_documents/Gender%20Questioning%20Children%20%20nonstatutory%20guidance.pdf

[2] UK Department for Education, Guidance for Schools and Colleges: Gender Questioning Children , (Dec. 19, 2023), https://consult.education.gov.uk/equalities-political-impartiality-anti-bullying-team/gender-questioning-children-proposed-guidance/supporting_documents/Guidance_for_schools_and_colleges_gender_questioning_children_consultation_document%20.pdf

[3] EPIC, About Us (2024), https://epic.org/about/.

[4] EPIC , FOIA Request to HHS regarding HHS’ efforts to establish or reinterpret the legal definition of sex and/or gender , (Oct. 24, 2018), https://epic.org/wp-content/uploads/2024/03/EPIC-18-10-24-HHS-FOIA-20181024-Request-.pdf  

[5] EPIC, Comments to Department of Health and Human Service on System of Records Notice, System No. 09-90-2101 HIV Prevention Medication Distribution Records (Feb. 22, 2023), https://epic.org/documents/comments-of-epic-chlp-prep4all-and-patient-privacy-rights-to-hhs-on-hiv-prep-database-sorn/

[6] EPIC, In the Matter of Grindr, LLC , (Oct. 4, 2023), https://epic.org/wp-content/uploads/2023/10/EPIC-FTC-Grindr-Complaint.pdf

[7] See infra pt 2. Dangers to a Child’s Safety.

[8] Stonewall, List of LGBTQ+ Terms, https://www.stonewall.org.uk/list-lgbtq-terms (last visited Mar. 12, 2024); see also Office of the High Commissioner, Technical Note on The Human Rights of Intersex People: Human Rights Standards and Good Practice s, United Nations Human Rights, 1-2 (Nov. 3, 2023), https://www.ohchr.org/sites/default/files/2023-11/ohchr-technical-note-rights-intersex-people.pdf (discussing intersex people facing similar struggles as transgender individuals regarding access to single sex facilities and activities such as sports).

[9] Emma Richmond, The rights of intersex children , The University of Manchester Magazine (2021), https://www.manchester.ac.uk/discover/magazine/features/rights-of-intersex-children/ .

[11] National Center for Transgender Equality, Understanding Nonbinary People: How to be Respectful and Supportiv e, (Jan. 12, 2023), https://transequality.org/issues/resources/understanding-nonbinary-people-how-to-be-respectful-and-supportive

[12] Tonia Poteat et al., Managing uncertainty: A grounded theory of stigma in transgender health care encounters , 84 Soc. Sci. & Med. 22, (May 2013), https://www.sciencedirect.com/science/article/abs/pii/S0277953613001019?via%3Dihub

[13] Jae M. Sevelius et al., Gender Affirmation through Correct Pronoun Usage: Development and Validation of the Transgender Women’s Importance of Pronouns (TW-IP) Scale , 17(24) Int’l. J. Env’t. Rsch. and Pub. Health 9525, (Dec. 19, 2020), https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7766835/

[14] Gabriel R. Murchisson et al., School Restroom and Locker Room Restrictions and Sexual Assault Risk Among Transgender Youth , 143(6) Pediatrics (2019) https://publications.aap.org/pediatrics/article/143/6/e20182902/76816/School-Restroom-and-Locker-Room-Restrictions

[15] Change your name by deed poll , GOV.UK, https://www.gov.uk/change-name-deed-poll (Last visited Mar. 12, 2024)

[16] UK Home Office, Hate crime, England and Wales, 2021 to 2022, GOV.UK (Oct. 6, 2022), https://www.gov.uk/government/statistics/hate-crime-england-and-wales-2021-to-2022/hate-crime-england-and-wales-2021-to-2022

[17] Stonewall, LGBT in Britain: Trans Report , 6 (2018) https://www.stonewall.org.uk/system/files/lgbt_in_britain_-_trans_report_final.pdf

[18] National Center for Transgender Equality, The Report of the 2015 U.S. Transgender Survey, 70-72 (2016), https://transequality.org/sites/default/files/docs/usts/USTS-Full-Report-Dec17.pdf

[19] Supra note 17 at 14. In fact, there is evidence that family rejection increased the odds of suicide attempts and substance misuse in transgender adults. August Klein & Sarit A. Golub, Family Rejection as a Predictor of Suicide Attempts and Substance Misuse Among Transgender and Gender Nonconforming Adults , 3(3) LGBT Health (May 25, 2016), https://www.liebertpub.com/doi/abs/10.1089/lgbt.2015.0111?journalCode=lgbt .

[20] Supra note 17 at 12.

[21] Stephen T. Russell et al., Chosen Name Use is Linked to Reduced Depressive Symptoms, Suicidal Ideation and Behavior among Transgender Youth , 63(4)J. Adolescent Health 503, (Mar. 30, 2018), https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6165713/ ; Jack L. Turban et al., Timing of Social Transition for Transgender and Gender Diverse Youth, K-12 Harassment, and Adult Mental Health Outcomes , 69(6) J. Adolescent Health 991 (2021), https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8612964/ ; see also Asaf Orr & Joel Baum, Schools in Transition: A Guide for Supporting Transgender Students in K-12 Schools, 9 (2015) (emphasizing social transition as a means of preventing or alleviating gender dysphoria in transgender youth). https://assets2.hrc.org/files/assets/resources/Schools-In-Transition.pdf

[22] Scott Skinner-Thompson, Identity by Committee , 57 Harvard Civ. Rts.-Civ. Liberties L. Rev. 658, 683-93 (2023).

[24] Equality Act 2010, c. 15, § 7 (Eng.). See also Gender reassignment discrimination , Equal. And Hum. Rts. Comm’n. (Feb. 23, 2023), https://www.equalityhumanrights.com/equality/equality-act-2010/your-rights-under-equality-act-2010/gender-reassignment-discrimination (stating that medical transition is not necessary to receive protection under the Equality Act).

[25] Equality Act 2010, c. 15, § 85(5) (Eng.).

[26] The Education (School Premises) Regulations 1996, § 2(2) (Eng. & Wales).  

[27] Supra note 14.

[28] American Psychiatric Association, Diagnostic and statistical manual of mental disorders Fifth Edition Text Revision (DSM-5-TR), (2022).

EPIC Applauds FTC’s Modernization of COPPA Rule, Recommends Improvements to Curb Behavioral Advertising and Protect Privacy for Children Online

Epic urges ninth circuit to reverse decision that threatens the future of privacy.

December 21, 2023

FTC Proposes Rules to Strengthen Children’s Privacy Law 

Support Our Work

EPIC's work is funded by the support of individuals like you, who allow us to continue to protect privacy, open government, and democratic values in the information age.

site categories

‘taken’ helmer pierre morel to direct ‘reactor motors’ feature based on racing nft, j.k. rowling sparks controversy with mother’s day message trolling inclusive language.

By Armando Tinoco

Armando Tinoco

Night & Weekend Editor

More Stories By Armando

• Stephen Colbert Defied CBS Showing Kristen Stewart Magazine Cover: “I Don’t Understand Why”
• TikTok Star Drew Afualo Makes Case To Be Cast In ‘Moana’ Live-Action Film: “I’ll Play Moana’s Dad If That’s What It Takes”
• Mother Of ‘Star Wars’ Child Actor Jake Lloyd Shares Update On His Health & What Led Him To Quit Acting After ‘The Phantom Menace’

J.K. Rowling has sparked more controversy after she shared a message on Mother’s Day, which is being celebrated on Sunday, March 10 in the UK.

The Harry Potter author took to social media and generated backlash for seemingly trolling trans activists and inclusive language.

Related Stories

J.K. Rowling Reported To Police By Former 'Big Brother' Contestant Over "Transphobia"; Rowling Says She Has Harassment Claim Against Presenter

'Harry Potter' TV Series Due To Hit Max In 2026: Everything We Know About The Cast, Who's Creating It, What J.K. Rowling Says & More - Update

“Devastated and bewildered that my embrace of inclusive language has angered its most enthusiastic devotees,” Rowling shared before adding, “So let’s just say: Happy Mother’s Day to all females who’ve raised children.”

Devastated and bewildered that my embrace of inclusive language has angered its most enthusiastic devotees, so let's just say: Happy Mother's Day to all females who've raised children. 💐❤️ https://t.co/OawEAORPJP — J.K. Rowling (@jk_rowling) March 10, 2024

Rowling’s message comes after UK television personality India Willoughby reported the author to police over alleged transphobic comments. Willoughby, who underwent gender reassignment surgery in 2015, claims that Rowling has intentionally misgendered her.

In a series of posts, Rowling fired back, saying that her lawyers had advised her that Willoughby’s “obsessive targeting of me over the past few years may meet the legal threshold for harassment.”

“I ignored this advice because I couldn’t be bothered giving India the publicity he so clearly craves,” Rowling posted on X. “Aware as I am that it’s an offence to lie to law enforcement, I’ll simply have to explain to the police that, in my view, India is a classic example of the male narcissist who lives in a state of perpetual rage that he can’t compel women to take him at his own valuation.”

Must Read Stories

Michael kassan & uta trade lawsuits alleging fraud & breach of contract.

‘The Fall Guy’ Lands In Debut, Read The Review; Sydney Sweeney Hits Town; More

Hbo gets more ‘real time’, renews bill maher talker for two seasons, electionline / former white house foreign press group chief on “letting joe be joe”.

Subscribe to Deadline Breaking News Alerts and keep your inbox happy.

Read More About:

60 comments.

Deadline is a part of Penske Media Corporation. © 2024 Deadline Hollywood, LLC. All Rights Reserved.

Documents to download. Non-binary gender recognition: law and policy (511 KB , PDF) The Government defines a non-binary person as " someone who identifies as in some way outside of the man-woman gender binary " (PDF). For consistency, this briefing paper uses the term "non-binary" in the same way. At present, the Government has no ...

The UK Department for Education (DfE) guidance on the Act says protections apply to those who are undergoing, have undergone, or are proposing to undergo, a gender reassignment process. In Northern Ireland, guidance issued by the Education Authority says the European Convention on Human Rights may offer some protections for transgender pupils.

The Gender Recognition (Disclosure of Information) (England) Order 2022 (the order) is a statutory instrument that prescribes that those facilitating, assisting or undertaking the research on ...

Sexual orientation discrimination and gender reassignment discrimination are both illegal in the UK, and are listed as protected characteristics in the UK Equality Act 2010. Discrimination takes place when someone is unfairly disadvantaged for reasons related to their sexual orientation or because they are transsexual* (transgender).

The Equality Act 2010 has cemented gender reassignment as a protected characteristic. There is a public sector duty requiring public authorities to pay due regard to eliminating discrimination ...

Discrimination. Sexual orientation discrimination and gender reassignment discrimination are both illegal in the UK. They are listed as protected characteristics in the Equality Act 2010. They arise when someone is unfairly disadvantaged for reasons related to their sexual orientation or because of being transgender.

Title Trans* Equality & Gender Reassignment Policy ... workplace. In 1999, gender reassignment surgery was made a legal right on the NHS. In 2000, the European Court of Human Rights established that ... trans* people should be afforded legal status in the gender that they lived in. This was effected in the UK in 2004, in the form of the Gender ...

What is gender reassignment A decision to undertake gender reassignment is made when an individual feels that his or her gender at birth does not match their gender identity. This is called 'gender dysphoria' and is a recognised medical condition. Gender reassignment refers to individuals, whether staff, who either: Have undergone, intend ...

NHS England says there were more than 5,000 referrals in 2021-2022, compared with 250 in 2011-12. By late 2023, the waiting list of children and young people wanting to use the service reached 8,000.

The Equality Act 2010 includes gender reassignment as one of nine protected characteristics. The Act offers far reaching protection from discrimination on grounds of gender reassignment and protects: a person who has proposed, started or completed a process to change their gender; trans people who are not under medical supervision;

The gender recognition panel was set up by the Gender Recognition Act 2004 and consists of lawyers and doctors who assess whether an individual is able to satisfy the Act's evidence requirements for the issuing of a GRC. Gender reassignment Gender reassignment is a process undertaken under medical supervision to

Gender Reassignment Gender reassignment is a protected characteristic and the term refers to someone who is transgender. It includes anyone who has proposed, started or completed a process to change his or her sex. The Equality Act extends pre-existing protections for transsexual people by, for example, prohibiting indirect discrimination and removing the need for a

Respect helps to create a workplace where Lesbian, Gay, Bisexual, Trans, Non-Binary and Queer colleagues can be themselves, always. They can be contacted on [email protected] . Remember we have an Employee Assistance Programme (EAP) who can provide colleagues with support. You can contact the EAP on 0800 069 8854.

What the Equality Act says about gender reassignment discrimination. The Equality Act 2010 says that you must not be discriminated against because of gender reassignment. In the Equality Act, gender reassignment means proposing to undergo, undergoing or having undergone a process to reassign your sex. To be protected from gender reassignment ...

The government has published Gender equality at every stage: a roadmap for change, setting out the vision and actions to tackle the persistent gendered inequalities women and men face across their ...

undergone gender reassignment will experience respect and dignity as employees or potential employees or whilst undertaking roles in the organisation in a range of other circumstances. 2.2 The purpose of this policy is to:-• Set out h w the ICB will address these aims. • Set out how the ICB will address gender reassignment from an

NHS Greater Glasgow and Clyde were the first NHS Board in Scotland to publish a Gender Reassignment Policy which sets out our commitment to ensure equality of access to services that are both appropriate and sensitive. We have the busiest trans services in Scotland at the Sandyford Initiative and provide a number of specialist services that are recognised as being amongst the best in the UK.

The percentage of the population aged 16 years and over who reported that their gender identity was different from their sex at birth was slightly higher in England (0.55%) than it was in Wales (0.40%). Within England, the region with the highest percentage who reported that their gender identity was different from their sex at birth was London ...

We would like to show you a description here but the site won't allow us.

NHS Scotland Gender Reassignment Protocol. The Gender Reassignment Protocol was issued to NHS health boards on 11 July 2012. The Gender Reassignment Protocol contains many therapies and surgical procedures. The patient and their gender clinician should discuss these in detail. This helps to find the most appropriate treatment pathway.

2.5 As part of their gender reassignment some people may choose to take hormones and/or have surgery, but medical intervention is not always necessary. 2.6 The Sex Discrimination (Amendment to Legislation) Regulations 2008 extended legal ... policy, will include particular attention to the following: i) Pre/post-operative care or follow up as ...

The key highlights of the NHS new guidance are provided below.*. 1. Eliminates the "gender clinic" model of care and does away with "affirmation". The NHS has eliminated the "gender clinic" model of care where children are seen solely by a specialist gender dysphoria practitioner, replacing it with standard care in children's ...

Gender Reassignment Policy. 1. SCOPE. This policy sets out UGLE's approach to the issues raised for Freemasonry by gender reassignment. It is intended to help guide Lodges in their decision making. It does not impose binding rules and although it gives some general guidance on discrimination law it does not constitute legal advice.

Leaked legal advice obtained by Schools Week revealed that lawyers at the Department for Education said parts of the guidance would fail to stand up to legal challenges. But the passages were ...

Doctors on a leading transgender healthcare body have admitted that patients have developed cancer owing to the effects of hormone treatment. Leaked emails show other medical professionals ...

Under the Equality Act, gender reassignment is a protected characteristic, and engaging in a social transition is sufficient to constitute gender reassignment for the purpose of the Equality Act. Under section 85(5) of the Equality Act, a responsible body of a school cannot victimize a pupil in the way it provides education or access to ...

A leaked draft of the legislation had suggested that the bill would specify that a woman would include a transgender woman, including someone planning gender reassignment. No such clause is in the ...

The NHS used controversial guidance from US organisation World Professional Association for Transgender Health to help shape trans policies

Rowling's message comes after UK television personality India Willoughby reported the author to police over alleged transphobic comments. Willoughby, who underwent gender reassignment surgery in ...