'A professional obligation': Exploring current practices of educational psychologists with gender diverse children and young people in the UK.

This article examines the practices of Educational Psychologists (EPs) and trainee EPs (TEPs) in the UK when working with gender diverse children and young people (CYP), focusing on what informs their practice and what should be included in future professional guidance. Using qualitative survey data from 75 EPs/TEPs responding to a vignette, the study found considerable variation and uncertainty in approaches, ranging from affirming gender identity to cautious or non-affirming stances, often influenced by personal values, legislation, psychological theory, and prior knowledge. Participants emphasized the need for clear, evidence-based professional guidance, training, and reflexivity regarding personal biases to support consistent and effective practice. The findings highlight the importance of EPs’ roles in advocating for gender diverse CYP while acknowledging current disparities in support due to the absence of standardized guidance.