Thoughts on the Great Northern Stop Brexit Conference 8th September 2018

I was fortunate to be able to go along with my fellow staunch anti-Brexit friend Caroline Kenyon to the Great Northern Stop Brexit Conference, planned and facilitated by Leeds for Europe and put on at the very plush Principal Met Hotel, in Leeds Central. I listened to a number of passionate activists, campaigners and political figures talk about the current situation facing the UK, the level of campaigning needed to get the People's Vote referendum campaign on the final Brexit deal to the point where MPs and MEPs from all political parties are willing to openly support it and then the level of campaigning needed to convince voters from across the UK to cast their vote in favour of Remaining in the EU and spearheading the reform programme needed to make the UK and the EU more prosperous, healthier and happier. If People's Vote campaigners want to secure a convincing majority in any future referendum on Brexit, they will need to appeal to voters living in Northern constituencies, both urban and rural. Constituencies in the East Midlands like Mansfield, which voted 70.9% to Leave in 2016, Erewash, which voted 63.3% in 2016, Derbyshire South, which voted 60.4% to Leave in 2016 and my own constituency of Lincoln, which voted 57.3% to Leave in 2016. Best for Britain and HOPE not Hate published a report last month which showed that 112 constituencies would now vote to Remain in the EU if a referendum were to be held. Voters in constituencies like Gedling (56.2% Leave in 2016, 52.4% Remain now) , Broxtowe (52.4% Leave in 2016, 53.3% Remain now), Derby North (53.7% Leave in 2016, 52.0% Remain now), Leicester West (51.7% Leave in 2016, 55.4% Remain now) and Leicester East (53.2% Leave in 2016, 54.3% Remain now) seem to have shifted their view from Leave to Remain. That's great but none of the constituencies I have mentioned before have shifted decisively. 64.0% of Mansfield voters would still choose to Leave the EU, 57.1% of Erewash voters would still put their X in the Leave box, 55.5% of Derbyshire South voters would still say Non and 52.5% of Lincoln voters would still vote Leave. The percentage of Leave voters may have decreased in these areas but there will still be a hefty number of voters who will come out and oppose the Peoples Vote vision for the future of the UK. In Lincolnshire there is currently no constituency that would vote to Remain in the EU. So the question that People's Vote campaigners have to ask is this: how do we convince voters from working class communities, those who are Just-About-Managing, as well as middle class rural mild Eurosceptics to back the premise behind the People's Vote?

Saturday's conference I think attempted in part to address this question. I believe that first of all, campaigners need to be prepared to engage in frank, honest and open dialogue with Leave voters, as well as people who chose not to vote or were too young to vote in the 2016 referendum. I understand the palpable anger that exists: voters in my local ward of Birchwood, in Lincoln are overwhelmingly frustrated at the lack of progress being made by PM May's Tory Government on securing a final Brexit deal and they are equally concerned at the recent plethora of bad news stories which have made it clear what could happen in the event of the UK failing to secure a deal with the EU (the “No Deal” scenario). Two Lower Layer Support Output Areas (LSOA's) in Birchwood in the 2015 Indices of Deprivation were identified as being among the 10% most deprived in England. LSOA 007C is ranked 237 out of 32,844 and LSOA 007A, where I live currently, is ranked 2,397 out of 32,844 LSOA's. Believe me when I say people here do not have an awful lot of disposable income that they would be able to divert to cover a sudden increase in food prices in the shops. If the Tory Govt fail to secure a deal with the EU after March 2019, prices of even basic foodstuffs could be set to increase. A former boss of Waitrose (which I very rarely shop in btw) and former Tory trade minister, Lord Price stated last month that imported fresh food, including fruit and veg (which accounts for around 75% of all fruit and veg consumed) could see the sharpest price rises (https://www.bbc.co.uk/news/uk-politics-44966961). An anonymous supermarket chairman stated that he thought the UK operating on WTO rules after leaving the EU would lead to tariffs on food products, with imported cheese having a 44% tariff, chicken a 22% tariff and grapes a 20% tariff, which would probably lead to a 10% general price rise (https://www.independent.co.uk/voices/brexit-no-deal-uk-business-city-trade-eu-leave-a8499621.html).

A young lady who works in one of Birchwood's local hairdressing salons (and does a brilliant job) who is skeptical of the EU told me that she just wants to know whether she'd be able to afford basic food and drink for herself and her partner in a No-Deal scenario. Yes she did blame the EU for lack of progress on the deal. But she also made it clear that she didn't want food prices to rise to a point where her diet may become less varied and she doesn't have enough money to afford a lager or two down her local. I think it's so important that proponents of the People's Vote do not just cite a load of facts and figures at voters as an attempt to force them to “see the light”. Listen to what they have to say and then try to address the key issues that come out of the conversation. I've not met any neighbours or voters who would honestly say they are prepared to pay higher food prices as a result of Brexit, yet I've seen a number of tweets from the supposedly more well-heeled members of our society who would be “more than happy” to pay more for food in exchange for “sovereignty”. I wish those people could take a trip down to their local foodbank and talk with people there, who would include fellow Leave voters, some of whom are working 40-50 hour plus weeks to try and keep themselves and their family members from ending up on the streets and still do not have sufficient funds in place to afford basic food and drink in the last week before payday. Nearly 4 million people have stated they have used foodbanks at some point (https://www.independent.co.uk/news/uk/home-news/food-banks-uk-how-many-people-adults-poverty-a8386811.html). Foodbank volunteers come from a cross-section of society and include EU citizens and I have massive respect for anyone that gives their time freely to keep them going.

There are many Remain and Leave voters who want to change the situation for low-income families, so they do not have to rely on foodbanks or end up destitute. It's a travesty that the Joseph Rowntree Foundation (JRF) Report found that more than 1.5 million people, including 365,000 children were classed as destitute in 2017 (https://www.independent.co.uk/news/uk/home-news/food-banks-uk-how-many-people-adults-poverty-a8386811.html). As we enter an uncertain period, an additional 470,000 people could be living in poverty in 2020/21 as a result of Government decisions to freeze most working-age benefits and tax credits (https://www.jrf.org.uk/report/how-could-brexit-affect-poverty-uk). Under different Brexit scenarios, the JRF also estimates that real wages could fall by between 0.2% and 1.0%, which could lead to an increase in working households in poverty.

I hope that policies can be introduced soon to turn this around and I think they have to include increasing minimum wage rates for all workers to be in line with National Living Wage rates, reducing or banning zero-hours contracts, ending the freeze on working-age benefits and tax credits and ensuring that those who cannot work have the money they need to maintain a comfortable standard of living, including scrapping the draconian Bedroom Tax.

Femi Oluwole, the Co-Founder of the phenomenal campaign group, Our Future, Our Choice, made up of young people who voted Remain and Leave in the 2016 referendum and young people who were too young to vote, really struck a chord with me. I felt he and his team genuinely care about listening to the concerns of Leave voters, especially those that live in the top 10% most deprived areas of the UK. He talked about the residents of Sunderland that he met during his campaigning with warmth and I hope that attendees at the conference listened to him when he said “We need to be angry for Brexit voters, not at them”.

Tone matters a great deal in political campaigning, especially when trying to explore the issue of immigration. Figures compiled by the Migrant Observatory, based at the University of Oxford find that 53% of respondents want to see migration levels reduce: only 13% favour an increase in levels (https://migrationobservatory.ox.ac.uk/resources/briefings/uk-public-opinion-toward-immigration-overall-attitudes-and-level-of-concern/). Personally I am not adverse to keeping Freedom of Movement and I greatly appreciate the overwhelmingly positive contributions that people from the EU have made to Lincoln and Lincolnshire. Our universities- the University of Lincoln and Bishop Grosseteste University would not be as popular with students without them being able to recruit highly qualified, experienced and passionate staff from the EU. Our hospitals and GP surgeries and care homes would be understaffed without people from the EU choosing to come to Lincolnshire and make it their home. We owe a debt of gratitude to the tens of thousands of seasonal migrant workers who have helped to pick and manufacture our excellent Lincolnshire produce (everything from Asparagus and Rapeseed Oil to Lincolnshire Sausages). I believe the majority of Lincolnshire residents and voters, whether they voted to Remain or Leave the EU in 2016 also appreciate the contributions that have been made economically and socially.

The problem comes when the conversation turns to two immigration topic subareas which are a) a perceived lack of high-quality, highly paid job opportunities for British-born residents and b) the strain placed on existing public services and infrastructure as a result of “mass” migration. People's Vote campaigners need to be able to proffer a nuanced opinion on one or both of these in order to demonstrate that they are comfortable with discussing the topic openly and frankly. We need to rebut the charge made by far-right Eurosceptics that we are unwilling to discuss such “difficult” topics. It starts by recognising that more rural businesses in particular, have to, wherever possible, invest in creating and promoting more intermediate, advanced and degree level apprenticeship opportunities for local residents who are over the age of 25, ensuring they receive the knowledge and skills training needed to sustain that role going forward. Promotion of opportunities needs to be done in an innovative way and include use of social media platforms. I also believe that the Government needs to ringfence funding for apprenticeships for over 25s to support businesses willing to create opportunities. Such apprenticeships should be available to UK based residents first, before being advertised abroad. Apprenticeship pay rates may need to be revised to be as close to the Government's National Living Wage as possible.

To rebut the idea that migrants should be the ones who are blamed for strains on public services and housing and transport infrastructure, I think it's essential to bear in mind that decisions made by the Government since 2010 have contributed to pressures on local services. Local authorities have seen their grants cut by 49.1% in real terms between the financial years 2010-11 and 2017-18. The Migrant Impact Fund, introduced by Labour to help increase capacity in local public services in areas which had seen a dramatic increase in the number of migrants, such as Boston, was scrapped in 2010. The Tories then introduced a Controlling Migration Fund in 2016, providing £100m to local authorities over 4 years. £19m of this was released back in June and included £1.75m to help refugees enter the workplace and £1.1m to help victims of modern slavery access local services after leaving central-government funded support (https://www.gov.uk/government/news/19-million-funding-for-councils-to-boost-integration). Great projects but still not enough money to reverse local authority cuts. Not when house building levels seem to not be keeping up with general level of demand, there are just not enough council houses for families who are classed as being in greatest need (there are consistently over 1 million households on local authority waiting lists), local hospital services are being scaled back (Grantham's A&E service used to be 24 hours but this was reduced by closing overnight due to difficulty in recruiting specialist staff). My neighbours feel fed up of having to wait 1 week, 2 weeks or more in some cases to book an initial GP appointment and unfortunately, some blame this wait on an increase in residents who are EU citizens, rather than recognising demand for GP services more generally is rising. A recent survey of 760,000 paients found that 27.9% had found it difficult to get an appointment, up from 18.6% in 2012 (https://www.telegraph.co.uk/news/2018/08/09/doubling-long-waits-see-gp-record-pressures-ae-revealed/) Data regarding A&E attendances also demonstrates the amount of pressure our NHS is under: figures from July show that the total number of attendances was 2.17m, the highest figure ever recorded. The recent decision to close the Lincoln Walk-In-Centre has led to increase pressures on A&E services in the county and happened as a result of lack of additional funding being available to local NHS Clinical Commissioning Groups, against the wishes of local residents (http://www.healthwatchlincolnshire.co.uk/wp-content/uploads/GPappointmentreportfinal-2.pdf). Such pressures are not the fault of migrants, they are partly the fault of the Government and they should take more responsibility for their actions.

Some academics have argued that concerns over immigration cannot be rebutted simply by recourse to economic arguments alone. Residents of Boston for example may be happy to hear about intended increases in funding to reduce pressure on public services and infrastructure post a People's Vote but may still be concerned about “an influx” of migrants coming into their area. Overall attitudes towards immigration have softened but there are still voters who will openly differentiate between accepting highly skilled, English speaking migrants and low-skilled, non English speaking (or those with a low standard of English) migrants. Heath and Richards, in their 2018 research, found that British people attach high importance to skills, but lower importance to skin colour and religion (https://migrationobservatory.ox.ac.uk/resources/briefings/uk-public-opinion-toward-immigration-overall-attitudes-and-level-of-concern/). This may indicate that talking more about what EU migrants are doing to make their chosen constituency/local area better may help to change opinion as it demonstrates a willingness to integrate and appreciate perceived British cultural traditions. I think grassroots social action projects involving Remain and Leave voters and EU citizens should continue to be set up in constituencies across the North and could help to grind down hardened attitudes.

I feel proud of being a Lincolnite and proud of being a Yellowbelly (a resident of Lincolnshire for anyone unfamiliar with our dialect) in addition to being the child of an extremely hard-working Norwegian Citizen. I don't believe that we owe the success of our agricultural industry or any industry to membership of the EU alone but I do feel that we have benefitted from it. Greater Lincolnshire as a whole has benefited from being allocated £41m of EU funding in the 2014-20 period. Euromove Lincs found that the Education and Skills Funding Agency received £12.9m for Lincolnshire and Lincolnshire County Council received £6.3m (https://www.euromovelincs.org.uk/lincolnshire_benefits_from_41m_of_eu_funding) which has helped local businesses to expand their capacity (e.g. through the Lincolnshire Business Digital Growth Programme). 1,397 farmers based in the Lincoln area benefited from £53,480,052 of funding from the EU (https://www.myeu.uk/#/area/LN) in 2017 alone and the EU has invested £18,017,536 in 64 research projects! Most residents I have spoken to had no idea that the EU had invested such large amounts in local businesses and whilst I'm not sure it would change people's minds decisively, it does help to change the overarching narrative of opinion on the EU, from that of grabbing money from British taxpayers to one where the EU invests in skills programmes and businesses to try and help improve job opportunities for local residents. Please check out the My.EU website which has more information on projects and organisations in your local area that have been funded by the EU: https://www.myeu.uk!

The importance of talking about the constitutional future for constituencies and counties following a People's Vote was made clear by numerous speakers at the Great Northern Stop Brexit Conference, including the impressive Diana Wallis, who talked about the need for a future Government following the People's Vote to explore further devolution of powers as well as ensuring that more funding was provided to increase housing stock (social and otherwise) in areas where demand is high. Constitutional Reform is certainly a topic area of increasing interest. When I think of “sovereignty” I find it to be a very abstract concept and yet I am very supportive of seeing more tax-raising powers and control over education and health policy being devolved to Lincolnshire. There's a question as to whether devolution should be to the Greater Lincolnshire area or just to the current districts represented by Lincolnshire County Council Councillors. A deal had been proposed in 2016 but was voted down by the County Council over concerns about the bureaucracy surrounding additional powers the elected mayor would have accrued but a plan may be revisited soon (https://lincolnshirereporter.co.uk/2018/05/greater-lincolnshire-devolution-deal-could-be-revisited/).

Voters in Lincoln I have spoken to have also expressed a desire for changes to the House of Lords. One very outspoken retired small businessman told me that we need a democratically elected Senate, with hereditary peers and Bishops losing their entitlement to seats and other Peers choosing to stand in elections for a constituency seat in that Senate. Another person who was very much a Brexiteer Tory said that he only wanted to see numbers of seats available in the House of Lords reduced and that as the UK is still a Christian country, the Bishops and existing hereditary peers should retain their seats. They both agree the system needs to change but are clearly split on how such change should be enacted. The Electoral Reform Society believes the key to reform is to go down the full election route but they would like to see a proportional system used, such as the Single Transferable Vote (find out more about it here: https://www.electoral-reform.org.uk/voting-systems/types-of-voting-system/single-transferable-vote/) which means that the strength of each party would match the strength of feeling of voters and they can choose which party candidates or independents (crossbenchers in the House of Lords) they want to vote for to represent their constituency/local area. The details of course need to be worked out but it certainly sounds more democratic than the system we have now. It would truly demonstrate a practical application of the “Take Back Control” spirit embued in many people across the UK.

The vote to Leave the EU was partly a vote to rile up the Political Establishment; a vote designed to force MPs to take the concerns of ordinary voters more seriously and to fashion a vision for the UK that will benefit the many, not the few. Thus far, ardent Brexiteers in Government and Brexiteers within other parties, as well as those MPs who favour a Remain and Reform approach, have failed to adequately outline a clear, progressive vision for life for UK residents in a post-Brexit scenario. Whilst I am now slightly more confident that there is a possibility of Corbyn choosing to recommend to Labour's National Executive Committee (NEC) that the party backs a People's Vote as official policy and also more confident there could be a potential shift in PM May's position should no deal be agreed in principle by December, I am also conscious of the need to harness the amazing energy of grassroots campaigners to enact positive social change in local communities regardless of the eventual outcome politically. There are friends, neighbours and strangers who would appreciate support now, more than ever. Our country needs a positive, progressive and inclusive vision, which encourages our residents, wherever they have come from and whether they are a British citizen or not to adopt an internationalist, outward looking outlook. We need policies that unashamedly focus on improving the standard and quality of life. It's not about increasing handouts or disenfranchising Leave voters, it's about giving a helping hand to communities to encourage sustainable, real change. It has to be grassroots led. As the fabulous Natalie Bennett, Sheffield Central candidate and former leader of the Green Party said at the conference: “Politics is something you do, not (something) done to you”.

For me, that means continuing to speak out about levels of inequality prevalent in our society. It means helping to empower local people from different socio-economic backgrounds to speak about their own life experiences and work together to explore possible social action they can take to improve quality of life for themselves and others. I think we all need to use whatever platforms we can to promote and celebrate the diverse nature of our local communities, including celebrating contributions made by people from around the world. We should choose strength in hope together. Hope for a prosperous, healthier and happier future. Remaining in the EU can be one part of helping to shape that future but not the only policy decision that can make a difference.

Dyspraxia, Self-Confidence and Me

Being blessed with “the gift” of a moderate form of dyspraxia has meant and still means having to navigate the challenge of social engagement and getting my use of language on-point. When I was younger I used to be quite shy when in a group scenario, especially at school because I was afraid of saying the wrong thing or using incorrect grammar. I have been known to swap words around in a sentence and adding fillers into my speech when not really necessary, usually to allow my brain some time to bring a conversation back on topic. Using the same adjective or adverb several times during the course of a conversation is a defence or coping mechanism for me- a way of indicating I have understood what has been said by an interlocutor or a way of eliciting a response without being too overt about it. “Absolutely” seems to be one of my favourite go-to adverbs to demonstrate my understanding of a topic or agreement with a statement. When used alongside a low pitch/tone of voice and affirmative facial expressions and eye-contact it can be way of sounding confident even when you may not feel confident inside.

My level of self-confidence, as I've blogged about countless times has been up and down. It can be affected by negative conversations and being put into uncomfortable or unfamiliar situations: for example, if I'm talking to a group of young people about a topic I have knowledge of and passion for- like raising awareness of dyspraxia, I tend to feel less tense, less needy of crutch words and behaviours and more able to structure sentences to get my point across. However, when I am speaking to a group of high-powered professionals, who may not have much understanding of neurodiverse conditions or may have expectations of listening to a flawless presentation (or at least how I perceive flawless to be, as no presentation ever happens without incident), I have been known to get tongue-tied, avoid eye-contact and nervous for the questions that follow.

Young people with dyspraxia, otherwise known as Developmental Coordination Disorder or DCD for short regularly experience dips in self-confidence as a result of engaging in presentation delivery. Pratt and Hill (2011) conducted research with young people with DCD and found that they “experience high levels of ‘panic anxiety’ when faced by a task that they have previously found challenging (Pratt and Hill 2011), leading to avoidance behaviour” (https://dyspraxiafoundation.org.uk/wp-content/uploads/2017/02/Dyspraxia-Mental-Health-Consultation-March-2016.pdf). I found speaking about scientific subjects much more difficult than talking about poetry, prose or plays in the first years of secondary school so I would try and avoid taking part in class discussions in Science, Technology, ICT, Maths and Graphic Design by taking notes and avoiding eye-contact with the teacher. When I was asked to deliver a presentation I would use the PowerPoint presentation I created as a prop to keep my speech on track but I'd often digress onto different subjects, which must have been quite frustrating for some of my peers! Thanks to working with my English, Drama and Modern Foreign Language teachers I managed to build my self-confidence to the point where I could speak without being prompted but the digression element really hasn't gone away! The extra effort required to get to that point was draining and I never would have managed it without tailored support and my parents and friends willing me on. This feeling of being overwhelmed seems to be quite common amongst children and young people with DCD: Missiuna, Moll et al (2007) found that parents of children with DCD have reported that their children have felt overwhelmed “because of the expectations and work required of them and ‘mask’ their problems by putting in extra effort so that that their difficulties weren’t noticed” (https://dyspraxiafoundation.org.uk/wp-content/uploads/2017/02/Dyspraxia-Mental-Health-Consultation-March-2016.pdf).

Anxiety has been a mental health concern that has dominated much of my life. I get anxious over the most silliest of things – if I forget a pen to make notes at a meeting I'm worried about forgetting everything at that meeting and if I don't note nearly everything down I think I'm going to forget what was said or misinterpret it and upset someone. I'm perpetually worried about missing buses and trains and tripping up on the steps or getting stuck in the door. Fear of getting the wrong bus or train or missing the last train or bus has meant I am more reluctant to attend events outside Lincoln alone.

I've thought so many times that I'm blocking everyone's way by standing awkwardly or sitting in the wrong place and when I do get something wrong I can focus my attention on reflecting on that action for far longer than is necessary. I don't want to feel like a burden but when you've felt like you are being a burden to others you care about for so long, it's difficult to shake that feeling off. It makes you feel like shit and it's in those moments you need to have friends and family around to talk to.

I experienced social isolation throughout my teenage years and young adulthood, partly as a result of not having been pro-active and going out to clubs, taking part in leisure activities and joining societies, partly as a result of socio-economic circumstances and the stigma associated with that (I think Universal Credit advisors need to continue to promote volunteering, participation in job clubs and taking part in free events in the local area to challenge that sense of self-stigmatisation) and partly as a result of fearing what circumstances I could have found myself in. I have been fortunate to meet some amazing, non-judgmental folks over the past few years but it's been a hard journey. Young dyspraxic people living in rural Lincolnshire must have found and continue to find it tougher to engage in social activities due to public transport issues and/or socially conservative attitudes of their parents, guardians and carers and I do worry about overall levels of youth social isolation and loneliness. Social media plays it part in keeping young people connected and there are YouTube videos and stars that young people can turn to for advice and guidance for when they do feel lonely but I've met young people who still feel incredibly lonely. One young guy I met who is dyspraxic felt that he couldn't meet up and play football with his schoolmates because he didn't want to be judged for not being able to catch the ball (he said he often finds himself put in the goalie position at school so that he doesn't “wander all over the place” or “slow the game down”). Teachers, pastoral care staff, professionals with knowledge of neurodiverse conditions and parents, guardians and carers all have a role to play in reducing social isolation and improving inclusion of neurodiverse young people in sports and creative activities. This includes teaching young people about neurodiversity in Science and in PSHE lessons. The Dyspraxia Foundation undertook a Youth Mental Health Consultation back in 2016 and the report found that young people with dyspraxia often felt that lack of understanding about dyspraxia “added to their sense of feeling different” (https://dyspraxiafoundation.org.uk/wp-content/uploads/2017/02/Dyspraxia-Mental-Health-Consultation-March-2016.pdf). If young people understand to some extent what their peers with dyspraxia are going through, the anxiety they face and the extra effort they put in to participate, they may adapt slightly the sports and creative activities they engage in (e.g. slowing down the football game slightly or reminding their friend to bring pen and pencil grips for drawing) so they can be inclusive.

When I was growing up I never knew anyone who had been diagnosed with dyspraxia as early as me (I was diagnosed initially aged 6 following consultation with educational psychologists and following an referral by my primary school psychologist). Nobody openly discussed having dyspraxia and I never read about anyone who was dyspraxic or saw anyone on TV or in films who said they were dyspraxic. It was almost like it was a condition you had to avoid talking about for fear of being singled out. I really hope that will change in the future, with more fictional book, TV and film characters being created who happen to be neurodiverse and with more documentaries being produced on neurodiverse conditions and I'd be more than happy to give advice on this (wink wink, nudge nudge shameless plug).

Even when I was at mainstream secondary school and no longer needed a SENCO or Occupational Therapist to support me on a daily basis I felt different. At times during Year 7 and 8 I felt like I didn't belong in the school at all; that somehow my acceptance had been a fluke and that I consistently and consciously had to show grateful thanks to the teachers for allowing me to have a space and pretty much take on board what they said as gospel truth. I remember my Mum telling me that my Year 7 RE teacher said that my chances of getting a Grade C in English and Maths at GCSE (Grade 4/5 nowadays) was pretty much non-existent let alone getting one in RE and yet through sheer hard graft and hours and hours of studying after-school I ended proving him wrong, getting my A* in English Lit and RE and going on to study both alongside English Language, French, German and General Studies at A-Level and then studying English and Philosophy at the University of York. Believe me, with tailored support and the determination to succeed, you can achieve. I still think of Mr Year 7 RE teacher with a wry smile and utter a “you were wrong” under my breath. I really try not to gloat or revel in other people's mistaken beliefs but sometimes I just can't help it. We're only human after all.

As the years went on I began to realise that what made me different was far more than my dyspraxia and my gender and actually that it was OK to be seen as different, as unique. The anxiety was still there, I was still pretty much socially isolated outside the school grounds and yet there was a rebellious sense of freedom I could latch onto. These days I am much more attune to and revel in my rebelliousness because it's a refusal to conform to gender expectations and semantic structure expectations. I wear what I want within the confines of the law and I accept that I won't be the Jacob Rees-Mogg type of rhetorical speaker (Thank God!) I can own my own truth, try and phrase things in the way I know how and happily invite others on the journey with me. Being a confident communicator means embracing semantic and grammatical differences. If someone uses “and” to start a segment of lecture once in a while....it may not be seen as “Standard” English but so what! Being a confident listener means embracing the challenge of understanding different modes of speech delivery; if a young person uses “Absolutely” 10 times during the conversation because they may happen to be nervous about meeting you for the first time...No Big Deal! Listen to the overall content of the conversation and appreciate how much effort that young person may have made to come and talk to you in the first place.

I hope that more young people with dyspraxia will receive the support they need, especially with regards to reducing levels of anxiety and social isolation. It starts with professionals being open to finding out more about neurodiverse conditions.

There are several ways of finding out this information :

• Accessing websites run by specialist organisations containing information and advice on supporting young people with dyspraxia- e.g. Dyspraxia Foundation - http://www.dyspraxiafoundation.org.uk/
• Reading textbooks and guides published by experts working with neurodiverse young people-
  • Understanding Dyspraxia – A Guide for Parents and Teachers by Maureen Boon (https://www.jkp.com/uk/understanding-dyspraxia-2.html)
  • Caged in Chaos by Victoria Biggs about her life as a dyspraxic teenager (https://dyspraxiafoundation.org.uk/shopping/product/books/caged-in-chaos-a-dyspraxia-guide-to-breaking-free/)
  • Can't Play Won't Play by Sharow Drew and Elizabeth Atter which contains a number of strategies to encourage children with dyspraxia to engage in physical activities through socialising
    (https://dyspraxiafoundation.org.uk/shopping/product/books/cant-play-wont-play/)
  • Discover Yourself by Gillian Dixon – a book aimed at primary school students to help them understand more about dyspraxia
    (https://dyspraxiafoundation.org.uk/shopping/product/books/discover-yourself/)
• Booking training on dyspraxia and other neurodiverse conditions delivered by qualified and experienced professionals
  • Dyspraxia Foundation may have funded training sessions available or they can be approached to deliver training sessions in schools/colleges/universities/workplaces
  • Dyspraxia UK has training sessions for teachers and teaching assistants and occupational therapists (https://www.dyspraxiauk.com/generalinformation.php)
• Booking professionals onto online CPD training courses
  • AC Education has an online course in Understanding Dyslexia and Dyspraxia (https://www.ac-education.co.uk/online-course/understanding-dyslexia-dyspraxia/)
  • Communicate-ed, a specialist education training organisation offers an online course specifically on supporting students with dyspraxia (https://www.communicate-ed.org.uk/courses/supporting-students-with-dyspraxia).

Young people with dyspraxia can be some of the wittiest, academically bright young people around. By understanding some of the challenges they face, like dealing with unfamiliar social situations, professionals can offer the right amount of support for those young people to cope whilst empowering them to pursue their aspirational goals. To young people reading my blog, I say this: you can and will achieve great things. Reach out when you think you need additional support. Never give up and remember it's OK not to be OK sometimes. You know what's best for you.

The spectre of Section 28 still lingers on but there's hope for better LGBTQIA+ equality in the UK...

Today marks 30 years since Margaret Thatcher decided to enact Section 28, a draconian and discriminatory piece of legislation designed to stop education professionals in schools across the UK from discussing non-heteronormative sexual orientations in the classroom (with a specific focus on stopping gay and lesbian people, including teachers from talking about their sexual orientation and life experiences with students) with the ultimate aim of reducing the “promotion” of LGBTQIA+ lifestyles. Local authorities were also prevented from such “promoting”, with libraries being forced into not stocking literature or films that contained primarily gay, bi or lesbian themes, although Jeanette Winterson's Oranges are Not the Only Fruit (1985) was a notable novel read by students and studied for GCSE and A-Level exams which allowed young people to read about the life experiences of a young lesbian growing up in a deeply religious (Pentecostal) community.

I feel I owe a huge debt of gratitude to the LGBTQIA+ campaigners who fought against the introduction of this despicable clause from the off. For example, Joe Summerlad in his article for the Independent mentions the three amazing lesbian activists, calling themselves the “Lesbian Avengers” managed to gain access to the public gallery of the House of Lords and abseiled down to the chamber, an act which gained them and the anti-Section 28 cause national attention (https://www.independent.co.uk/news/uk/politics/section-28-explained-lgbt-education-schools-homosexuality-gay-queer-margaret-thatcher-a8366741.html) Mancunians also made their feelings towards the legislation clear with the “Never Going Underground” demo which took place on the 20^th February 1988, and which attracted at least 20,000 demonstrators from around the UK and had speakers including Jimmy Somerville (http://www.gayinthe80s.com/2018/02/section-28-feb-20th-1988-never-going-underground-demo/).

Thatcher used her Christian conservatism to attack openly gay and lesbian people. She never acknowledged publicly (to my knowledge) the existence of bisexual people and I don't even want to contemplate what her views towards openly non-binary trans people like me would have been. The Tories pretty much backed her all the way, claiming that it was Labour who were determined to bring pro-LGBTQIA+ books into school to challenge “traditional values”. The Tories capitalised on

on the fear rhetoric perpetuated by the right-wing press, just like the social conservatives and trans-exclusionary radical feminists do today with regards to their attitudes towards trans activists and further trans equality. As Ruth Hunt points out in her very pertinent article, “shocking levels of misinformation and scaremongering are cruelly attacking trans people's right to exist, as well as publicly questioning their identities. Deeply misleading headlines about the GRA (Gender Recognition Act 2004) and young people “being turned trans” echoes exactly the way LGB people were talked about under Section 28” (https://www.independent.co.uk/voices/section-28-school-sexuality-education-gay-lgbt-trans-rights-thatcher-a8366751.html). Editorial teams based at The Sun, Daily Mail, Daily Express, New Statesman and The Spectator in particular need to look very carefully at the way they choose articles to include in their newspapers but I'm guessing they probably won't reform their processes given their desire to provide clickbait for the right-wing masses.

I went to primary school, junior school and the first 3 years of secondary school with Section 28 still being in place in England. It's no wonder that teachers, teaching assistants and pastoral staff were reluctant to talk about being gay, bi or lesbian to students like me in front of other students because they had not had the freedom to do so in the years before I entered the state education system.

Homophobic and biphobic language was commonplace in the junior school playground and I never heard such language challenged by the playground assistants. I have no doubt that young people I knew in my classes at secondary school internalised feelings of fear and believed the stereotypes being perpetuated and it made them feel they could not be proud of their sexuality, even after they decided to come out.

LGBTQIA+ rights have improved somewhat since the repeal of Section 28 under Tony Blair's Labour Government in 2003, not least with the introduction of the Equality Act in 2010 and the Same Sex Marriage Act 2013. However, the legacy of Section 28 still lingers on today. Just Like Us, an organisation who recruit LGBTQIA+ students to go into schools to champion LGBTQIA+ equality and that has created Schools Diversity Week to “empower schools across the UK to tackle homophobia, biphobia and transphobia” have recently reported that “almost 90% of young LGBTQ people still hear homophobic language in schools and 50% self-harm” (http://www.gaytimes.co.uk/news/106845/school-diversity-week-2018/). The Stonewall School Report 2017 found that 45% of LGBT respondents (and 65% of trans respondents) have experienced bullying at school and the statistics highlight that LGBTQIA+ people of faith and people of colour are more likely to experience bullying and hate incidents whilst at school (https://www.stonewall.org.uk/school-report-2017). Meanwhile we have radical feminist dominated organisations such as Transgender Trend who claim they are “gender critical” advocating for trans people not being given the opportunity to talk about their life experiences in school for fear of “turning children trans” (an out and out lie on their part) and we have some education professionals who have a socially conservative mindset still fiercely resisting calls to introduce LGBTQIA+ Relationship and Sex Education (RSE) into all schools in England. They cite freedom of conscience, religion and expression as a legitimate basis for their objections. Yet in their efforts to defend “traditional British values”, they fail to acknowledge the liberal, modern values that we should all possess, either as British Citizens or residents of the UK or as I like to think, as Citizens of the World. Compassion and love of diversity are values central to a liberal, progressive outlook. So are tolerance and reverence for the Rule of Law. Any programme that can reduce instances of hate incidents and hate crime motivated by homophobia, biphobia and transphobia should be endorsed wholeheartedly. Any programme that promotes love and understanding for one another over misinformation and mistrust is one that I cannot help endorse as a Lutheran Christian. Yet worrying evidence collated by Dr Laura Watt and Professor Mark Elliot from the National Survey of Sexual Attitudes and Lifestyles carried out by 1990 and 2010 have shown that acceptance of same-sex relationships percentages has slowed down since 2000, with 60% of 16-44 year olds who attended at least 1 religious service a week viewing homosexuality as always wrong when asked in 2010 (only down by 8% from 1990 figures) (http://www.manchester.ac.uk/discover/news/peak-acceptance-of-homosexuality/).

Demonstrating freedom of conscience and expression, the things that religious conservatives bang on about so often means that every student has the right to explore diverse life experiences through finding out about LGBTQIA+ role models. Students of all ages have the right to explore their own feelings towards sexuality and gender through access to age-appropriate RSE sources. Just as students should have the opportunity to find out about multiple faiths in their Religious Education lessons, free from teacher judgment/bias. To me therefore it is illiberal for social conservatives to even object on the grounds of conscience or religion to LGBTQIA+ people being encouraged to come into local schools and talk about their life experiences, just as it would be illiberal to object to faith representatives coming into schools to talk about their experiences.

Numerous organisations have highlighted the lack of LGBTQIA+ RSE within the PSHE curriculum post the repeal of Section 28. A survey by Stonewall found that only 13% of respondents had learned about healthy same-sex relationships, 1 in 5 had learned about consent law in relation to same-sex relationships and 20% have learnt about keeping themselves safe in same-sex experiences. Fewer students have learned about trans people's experiences of sex. As for exploring asexual (ace) experiences in the classroom, very few teachers have the awareness necessary to facilitate discussions, despite more young people coming out openly as ace whilst at secondary school (although much more research needs to be conducted to highlight this).

There are increasing numbers of LGBTQIA+ graduates entering the teaching profession and education sector as a whole and an increasing number of teachers coming out. Teach First has collated data on the number of LGBT+ teachers between 2014 and 2018 and found there had been a 4% increase. The Independent (who has really led the way on coverage of LGBTQIA+ issues I think) has an article where several LGBT teachers who have been part of the Teach First programme talk about what actions they have taken to improve awareness inside the classroom. For example Laura, a teacher based in London decided to hold LGBT+ assemblies, run clubs, and taken her sixth form students to London Pride to march. I love Laura's passion for empowering her students to be positive about their own sexuality and gender identity and agree with her that her students “will continue to strive for a more accepting and equal society (https://www.indy100.com/article/lgbt-teachers-section-28-sexuality-education-schools-8363746).

It's great that we now have more role models like Laura for students to look up-to but there still needs to be changes to attitudes in the workplace to ensure that trans, non-binary, genderqueer, gender-fluid, and agender people feel they can enter and thrive in the teaching profession. A real-time poll, carried out by the NASUWT of attendees at their LGBTI Teachers' Consultation Conference, held in Birmingham (https://www.nasuwt.org.uk/article-listing/not-doing-enough-to-promote-lgbti-equality-.html) found that:

• 43% of respondents have experienced discrimination, bullying, harassment, or victimisation in the last 12 months because of their LGBTI identity
• 29% of respondents stated that levels of anti LGBTI bullying and language have increased or stayed the same in their school in recent years
• 86% of respondents said they do not believe that the Government is doing enough to communicate the importance of LGBTI equality to schools and colleges
• 56% of respondents said their school wasn't committed to LGBTI equality for staff and pupils
• 4% of respondents said their school had a programme of activities to mark LGBT month
• 1/3 of respondents said their school or college wasn't a safe space for LGBT teachers
• 49% of attendees said they wouldn't recommend teaching as a career to families or friends.

In the same vein, a 2018 British Social Attitudes survey found that whilst over 8 in 10 British people described themselves as not being “prejudiced at all” towards trans people, only 4 in 10 had said that trans people who had the qualifications needed to become a primary school teacher should “definitely be” employed in that role (http://www.natcen.ac.uk/blog/how-do-british-people-feel-about-transphobia-and-transgender-issues). This is concerning and highlights the work that needs to be done to debunk stereotypes that have pervaded about trans people and the interactions they may have through positive engagement work with governors and parents in schools.

It must be remembered that schools and colleges (and local authorities for that matter) are bound under the Equality Act to help improve LGBT+ equality. Under the Public Sector Equality Duty, schools must ensure they pay “due regard to the need to eliminate discrimination, harassment, victimisation and any conduct that is prohibited under the Act; to advance equality or opportunity between those who share a protected characteristic and those who do not and to foster good relations between people who share a protected characteristic and those who do not” (https://www.churchofengland.org/sites/default/files/2017-11/Valuing%20All%20God%27s%20Children%27s%20Report_0.pdf). If schools and colleges do not adhere to this Duty, they can face enforcement action brought by the Equality and Human Rights Commission. So what more could be done by schools to further fulfill the Public Sector Equality Duty? Well for starters, every school needs to check their Equal Opportunities/Equality and Diversity policy to ensure they are trans-inclusive. A specific commitment to tackling homophobic, biphobic and transphobic bullying should be contained within the Anti-Bullying policy. Forms should be reviewed to ensure students can reflect their identity openly but only information that is absolutely necessary should be collected. An Equality and Diversity steering group with student representatives would be a great way of reviewing and amending such policies.

Teachers should feel empowered to follow clearly defined procedures in the event of students using persistant transphobic language in the classroom and address that language as soon as they hear it. There should be LGBTQIA+ clubs available to students to attend at lunchtime or after school with activities, support and advice being offered.

Access to training on trans awareness should be available to all members of staff and volunteers as part of their Continuing Professional Development, with that training being delivered by qualified and experienced people. Stonewall, Gendered Intelligence are examples of organisations that have offered very effective training but there are a diverse range of trainers located across the UK, including those who are trans, non-binary, genderqueer, gender-fluid or agender who could be counted upon to deliver appropriate training. Members of the community who are LGBTQIA+ should be invited to deliver assemblies, attend RSE/PSHE lessons and/or work with students on Pride celebrations.

RSE and PSHE leads should have the opportunity to attend LGBTQIA+ specific conferences and network with organisations so they can have access to the research and support network they need to deliver truly LGBTQIA+ inclusive RSE. I hope more conferences will be created for RSE professionals as the subject is made a statutory part of the curriculum from next September.

Making provisions to celebrate key awareness days and awareness weeks would also help to raise the profile of LGBTQIA+ people in schools (aside from LGBT month in February).

A list of key dates that I'm aware of are listed below:

• Zero Discrimination Day: March 1^st
• International Transgender Day of Visibility: March 31^st
• Lesbian Visibility Day: 26^th April
• International Day Against Homophobia, Biphobia and Transphobia: May 17^th
• School Diversity Week: July 2nd-8^th
• Bisexual Visibility Day: September 23^rd
• Asexual Awareness Week:
• National Coming Out Day: October 11^th
• Hate Crime Awareness Week: October 15^th- 22^nd
• Intersex Awareness Day: October 26^th
• Intersex Day of Remembrance/Intersex Solidarity Day: November 8^th
• Transgender Awareness Week: (Second week of November)

The results of the LGBT survey, commissioned by the Government last year and which has had over 100,000 responses is due to be released in a few weeks time. PM Theresa May has promised to create a strategy designed to reduce the prevalence of homophobia, biphobia and transphobia and advance LGBTQIA+ rights. I hope that such a strategy will include more funding for trans awareness training in schools, statutory LGBTQIA+ inclusive RSE guidance and a move towards self-identification of legal gender. A bold approach is needed if society is to continue the fight to improve LGBTQIA+ rights and equality in the UK. Let's hope those changes I've highlighted above will spearhead that bold approach.

TfL Tube Announcement Changes: Why all the fuss over positive Gender Neutral Language and Greetings?

This month Transport for London (TfL) took the "brave" (I call it common sensical) decision to change the outdated greeting on the Tube for passengers. No longer will they hear "Hello Ladies & Gentleman" (which erases the existence of young travellers let alone non-binary ones such as myself); instead they will hear a much more cheerful, modern "Good Morning/Hello Everyone" and then carry on walking out to get on with the much more important business of the day- like going to work to put food on the table and roof over their heads. Stonewall praised the decision and Mark Evers, director of customer strategy for TfL wanted to make sure that announcements were "fully inclusive, reflecting the great diversity of London". Yet the uber rigid gender binary loving brigade of soppy traditionalists were outraged at the suggestion of a gender-neutral greeting becoming commonplace on Britain's streets. If you look at some of the comments sections that are provided under articles in the main newspaper articles announcing the changes, you realise not everyone was pleased. On the Daily Telegraph comments page, John  moans that those who advocate for gender-neutral language would be campaigning for "language control legislation" (shock horror klaxon) and Graham snaps that it is "insulting to the rest of us" (interesting that most comments seem to be from men: http://www.telegraph.co.uk/news/2017/07/13/london-tube-scraps-ladies-gentlemen-make-announcements-gender/).

I hate to break it to John and Graham et al but gender-neutral language has been commonplace for a while and not just in "politically correct" spaces. Whenever I give a speech, I always start with a "Hello Everyone, I hope you are all well today" in a cheerful, positive tone of voice. I never think that when I am specifically choosing to do this I am being particularly subversive; nearly all of my university professors and school teachers used this gender-neutral greeting and shock-horror, didn't get stoned for it. It seems that gender-neutral language in general is receiving a bit of a pounding at the moment and I'm rather bemused by it.

Never forget that gender-neutral language has been championed by the feminist movement for decades. Let's not forget that in 1980, Casey Miller and Kate Swift created a manual dedicated to gender neutral writing, entitled The Handbook of Nonsexist Writing:For writers, editors and speaks in an attempt to try and reform the English Language so that sexist language that dehumanizes women became less common over time and eventually defunct. Swift and Miller offer numerous substitutes for common words (e.g. sales person instead of salesman) and suggested that "they" be used instead of a gendered pronoun (or at the very least use he or she and his or hers), something I have adopted in my own academic essays in the past. Now if those on the anti gender-neutral language disapprove of removing the jingle "Ladies and Gentleman" but are still abhorred by the use of "man" or "mankind" to refer to everyone, I'd be just a tiny bit flabbergasted. Same if they approved of using "businessperson instead of businessman and businesswoman but expressed dismay at the "erosion of traditional greetings." Facepalm for all those folks.

When looking at modern pronoun use, especially for people who define themselves as non-binary, gender-fluid or genderqueer  the debate seems to become ever so slightly more intense. I'm proud that my grandmother's country, Sweden brought in a specific gender-neutral pronoun "hen" (alt-right conservatives hate Swedish progressiveness; I think it's brilliant there are pre-schools in Sweden that have banished any reference to gender, referring children to their first names or as "buddies"; why should they be taught to adhere to outdated gender stereotype roles?). "Hen" first appeared in linguistic circles in the early 1960's and by 1994, Hans Karlgren had added "hen" as a new personal pronoun; arguing that the Swedish language would be vastly improved by the addition of a new pronoun. "Hen" was used in Sweden's first ever gender-neutral children's book, Kivi och Monsterdog (Kivi and Monsterdog) where Kivi is referred to in a gender-neutral way. When I read the book (in the original Swedish) I was happy to find out that it had been written by a male author, Jesper Lundqvist. They'd written a book that worked well, that introduced children (and parents) to gender-neutral language in a clear, concise and age-appropriate way. However, even in Sweden there were conservative critics who bemoaned the extension of the Swedish language (e.g Jan Guillou blaming feminists again). I just think that encouraging children from an early age to take a more gender-neutral and inclusive approach is a good idea and yet they can still celebrate calling themselves a boy or girl if they want to.

There are now a great variety of pronouns that are used by non-binary, gender-fluid and genderqueer people in the English Language; a few are listed below:

Thanks to Greta Bjornson of US College Today for the table! 

Conservatives always seem to be out in force with their ridiculous objections to linguistic changes designed to make the English Language more inclusive: "Oh you don't like what's been in existence so you have to stir the linguistic pot just to be politically correct". For goodness sake, just because I identify as neither male nor female doesn't mean I want to force everyone to adopt a non-binary pronoun or a title. That's my personal choice, my decision and the fact that others are doing the same indicates there is a legitimate demand for separate representation. It's only polite to try and learn the pronoun/title/gender marker that the non-binary, gender-fluid or genderqueer person you are going to meet (or correspond with) prefers and even if you get it wrong the first time, they can correct you without prejudice and you can learn quickly from that mistake. Besides, even if conservatives don't like it, non-binary, gender-fluid and genderqueer people are going to push for gender-neutral pronouns to be accepted on legal documentation and Stonewall are currently trying to get gender markers removed from official documentation such as passports anyways.

Language changes over time and adapts to social change. The historical denotation of the adjective "Gay" and how its meaning semantically has shifted should indicate that fact. In the 1970's it was seen as unacceptable for a woman to have "Ms" as her title; conservatives would say that it was pandering to feminists but today "Ms" is very commonly used by those who believe that their marital status does not define who they are as a person.  "Mx" (used by some non-binary, gender-fluid, genderqueer and intersex people) is now at least accepted as a viable title in its own right; MPs who are elected to Parliament have been able to use it since May 2015 and it is recognised by government departments including the Department for Work and Pensions. So if you still object to the use of Mx, you're a bit behind the times and if your only issue is that you don't know how to pronounce it, then you can be taught how to pronounce it by those in-the-know (see Spacious Perspicacious' wonderful Tumblr post on pronunciation here: http://cassolotl.tumblr.com/post/103744029100).

Of course some critics still want to get themselves into a tizz over gender neutral language and use every public opportunity they can to denounce it. A recent debate has been over whether university professors should mandate their students to use "gender sensitive" language in their essays. In April 2017, there was a report in The Guardian (https://www.theguardian.com/world/2017/apr/02/use-gender-sensitive-language-lose-marks-hull-university-students-told) that Hull University undergraduates would lose marks if they didn't employ "gender sensitive" language in their essays. Now it must be noted that the guidance only referred to a religious activism course and it's not clear whether it was a policy being used across the university but I wouldn't have a problem with adhering to those guidelines. Cardiff Metropolitan University gave students a "gender neutral checklist" to help them come up with alternatives to commonly used gender-binary language. For example, is it really necessary to use the word "workmanlike" when "efficient" sounds more professional (let alone gender-neutral)? I was told when I was in Year 7 that the word "workmanlike" was bad standard English anyways and would never be used in a business document and I didn't use it in any of my work afterwards. You might say that was "political correctness gone mad" but I don't particularly care! As Professor Judith Baxter, emeritus professor at Aston University points out in the article: "The principle of gender-neutral language has been around for 30 years. Businesses, schools, publishing, academic and educational texts use gender-neutral language now. So there is a total expectation"; i.e. gender-neutral language is here to stay, get over it. I may think that deduction of marks is harsh but you get marks deducted for spelling and grammar mistakes and for incorrect essay length. If you know what is expected of you, you must ensure you do not submit substandard work. Simples.

However, as I have studied English Language at A-Level and at the University of York, I am aware that research has been carried out looking into how men and women use language currently and I wonder how such research would be conducted amongst speakers who define as non-binary, gender-fluid or genderqueer.  For example, research conducted by Jenny Cheshire in Reading in 1983 in an adolescent playground found that standard speech patterns used by teenagers were similar to those of adults and suggested that differences in male and female use exist during childhood. An amusing finding that I've often found to be true in my own experience is that men tend to use "ain't" and women tend to use "isn't" in spoken speech; my Mum often corrected my Dad when he was on the phone to clients because he'd drop in "ain't" unconsciously and she thought it sounded inappropriate. American linguist Robin Lakoff  in 1975 argued that women's speech patterns are created by their subordinate role in society, indicated by their increased use of hedgers and fillers ("sort of", "you know"-I use them pretty often too) and indirect request questions. Now it'll be interesting to see whether speech forms may have shifted since these two pieces of research were conducted and I'd certainly challenge A-Level students interested in gender-neutral speech-forms to question the findings. I loved carrying out my A2 English Language investigation project (I looked at dialect use amongst Lincolnshire farmers) and thoroughly recommend A2 English Language to any student who has an interest in examining social language use.

I don't think there will ever be complete consensus on the acceptability of gender-neutral language. But I feel that if most of us are using it in our everyday lives without judgement, then life for non-binary, gender-fluid and genderqueer will feel more equal as they will feel more represented within society. All non-binary, gender-fluid and genderqueer (and agender) folks are asking for is respect and tolerance. In a public service respect and tolerance should be given in accordance with the Public Sector Duty under the Equality Act 2010 anyways!

Moving beyond the micro-debate over gender-neutral language, I am glad to see further breaking down of gender stereotypes generally in British society; the fact that the Advertising Standards Authority is going to crack down on ads that peddle outdated stereotypes with new standards brought out in 2018 so that there aren't more adverts like the Aptamil baby milk formula advert that suggested only boys could be engineers and girls could be ballerinas or the Yorkie "it's NOT for girls advert" is welcome. Yet it'll be amazing to see more adverts with openly non-binary, gender-fluid, genderqueer and agender actors and characters in them. I am heartened to see more schools adopting a gender-neutral uniform option (isn't it great there are already 120 schools that have a specific policy in place?) and I was cheering on the boys at Isca Academy in Exeter who decided to take a stand and protest for their right to wear shorts (and skirts) by wearing skirts (because the academy mandated them to wear trousers all year round even in a heatwave). There's an increasing presence of gender-neutral toilets at arts venues and other public sector spaces (I don't mind whether they have the gender-neutral toilet as a fourth option after male, female and disabled or whether there is a gender-neutral toilet alongside a disabled one). The funny thing is, nobody that I know has told me directly that they feel threatened by these changes or gender-neutral language announcements. Not my Mum, Dad, Brother, Uncle or close friends. In fact, when my Dad turned on the BBC News and heard about the Tube announcement change, he said "Well, what's all this fuss about?" My thoughts exactly. Maybe some people, especially self-styled "defenders of tradition" need to take a step back and think whether the changes being proposed are really that controversial. And if they still want to be called "lady" or "gentleman", they have plenty of opportunities, to hear those words, just not so much in public anymore. And if that still really bothers them, more fool them I say!