How do gender-diverse young people experience high school? A systematic literature review

Abstract

AimsThe current review provides an overview of the international research relating to the lived high school (ages 11–16) experiences of gender-diverse young people.MethodWeb and database searches were conducted between October 2019 and January 2020 to identify 12 studies which included direct, first-hand testimonial experiences relating to high school. Data were analysed using thematic synthesis.FindingsThe findings indicate that gender-diverse youth experience a range of both negative and affirming experiences throughout high school linked to key themes including cisnormativity, language, identity, relationships and transphobia.LimitationsNot all database searches proved productive, therefore hand searches, reference harvesting and grey literature searches were also conducted. However, given the variability in terminology within this field, there is the possibility that not all relevant literature may have been captured through this process.ConclusionsFindings are discussed in relation to inclusive practices which schools may adopt to support their gender-diverse students. Strategies include: the avoidance of accommodating approaches to inclusion; adopting rights respecting principles; embedding safe and supportive spaces for self-determination; and providing further training for educators. The paper also discusses implications for professional practice.