Learning In Transition: The experiences of children who socially transition their gender in schools

Abstract

The aim of this study was to better understand the experience of trans kids socially transitioning their gender in schools, and specifically, to identify ways in which school staff and peers are supportive and unsupportive of trans students who transition in school. The research team conducted 21 interviews with trans kids, and their guardians, among a subset who had socially transitioned at least twice. Participants reported that acceptance, self education, and practical support were all ways school staff and peers supported their transitions. Alternatively, lack of access to gender affirming facilities, misgendering, and harassment because of gender identity were all ways school staff and peers failed to support their transitions.