“Euphoria”: Trans children and experiences of prepubertal social transition

Abstract

AbstractObjectiveThis research explored experiences of prepubertal social transition, listening to trans children who were affirmed in childhood, as well as hearing from their parents.BackgroundDespite being a topic of significant importance, there is limited qualitative literature on parents' or indeed children's experiences of prepubertal social transition and little qualitative research on how childhood rejection or affirmation influences well‐being.MethodThis study examines qualitative data from 30 parents with experience supporting a trans child to socially transition at average age 7 years (range 3–10 years), alongside data from 10 of the trans children. Data were analyzed through inductive reflexive thematic analysis.ResultsThe first major theme explored experiences pretransition, with subthemes on children correcting assumptions, becoming distressed, struggling alone, reaching crisis, or growing withdrawn and frustrated. The second major theme examined experiences posttransition, with subthemes on a weight being lifted, validation at school, and well‐being.ConclusionThis qualitative research complements existing quantitative evidence on the importance of social transition, with childhood affirmation critical to the happiness and well‐being of trans children.ImplicationsThe research has significant relevance for parents of trans children, professionals working with families, and policymakers and legislators influencing policy and practice toward trans children and their families.