Annina Maier
Transgender and gender diverse students encounter significant barriers to school attendance at all levels of education. Those of which manage to stay in school experience forms of violence towards them based on their gender identity. To ensure their safety, mental-wellbeing and academic success, several risk reducing school interventions policies, programs and practices can be implemented.
Transgender is an umbrella term that describes people who identify with a gender that does not align with or is different from the one assigned to them at birth (World Professional Association for Transgender Health, 2012). Its definition overlaps with that of the term ‘gender diverse’. However this term is a bit broader and may include nonbinary, transgender or other people who are not cisgender. Nonbinary people’s gender identity lie outside, between male and female gender identities or with both identities (Matsuno & Budge, 2017). These three terms can all be subordinated in the larger context of the lesbian, gay, bisexual, transgender, queer, intersex, agender and asexual community (LGBTQIA+).
It has been estimated that about 0.1-2% of a country’s population are transgender or gender diverse (TGD), depending on the inclusion criteria and location of the individual study. Although these 0.1-2% may be an underestimation, since many TGD people may experience shame, financial problems, lack of support or themselves may not be aware of their own gender diverse identity and thus are not included in this percentage (Goodman, 2019)
How transgender and gender diverse students experience violent victimization in school systems
The National Transgender Discrimination Survey, with contributions from 6’500 trans respondents living in America or in American territories, found barriers to school attendance at all levels of education, in addition to bullying and harassment. These included general financial issues and additional ones related to transition. These barriers ultimately force some students to leave school, and particularly effect students of color and trans women. (American Psychological Association, 2020)
However, those TGD students that have the means of going to and staying in school, experience forms of violence towards them based on their gender identity. This may come in the form of harassment, bullying or physical violence. Research has shown that only few members of school personnel intervene to stop such forms of harassment. In addition, faculty members themselves may intentionally or unintentionally contribute to the violent victimization of TGD students. (American Psychological Association, 2020)
Figure 2.1 – Protests against Arkansas House bill HB1570 which prevents doctors from providing gender-affirming care to patients under 18. Image from Sydney Rasch via Carlisle (2021).
TGD children and adolescents that experience forms of violent victimization at school show increased risk for mental health problems, high-risk sexual activities, suicidal thoughts and attempts, substance use as well as poor academic outcomes. These may include low grade averages, high levels of absenteeism and less interest in pursuing tertiary education. In addition, TGD students coming from low-income families face additional risks of school dropout and lower academic achievements. (American Psychological Association, 2020).
The experience of discrimination and harassment continues into tertiary level education, according to a survey conducted by the The U.S. Transgender Survey (USTS). Overall, 24% of 27,000 transgender respondents, who were out as or perceived as trans in college, reported being verbally, physically, or sexually harassed at that time. 16% of those who experienced harassment left college for this reason (James et al., 2016).
Increasing the well-being of transgender and gender diverse students
The United Nation’s fourth sustainable development goal (SDG) aims to “ensure inclusive an equitable quality education and promote lifelong learning opportunities for all”, by eliminating gender disparities in education and ensuring equal access to all levels of education for the vulnerable. Further, this goal wants to “build and upgrade education facilities that are gender sensitive an provide safe, non-violent, inclusive and effective learning environments for all.” The fifth SDG aspires to “achieve gender equality and empower all women and girls ”. It also advocates for the adoption of policies and enforceable legislation promoting gender equality and the empowerment at all school levels. (United Nations Department of Economic and Social Affairs, 2015). These two SDGs can be interpreted in a way to argue for the betterment of the situation TGD people face in the context of education.
To ensure and increase the safety, mental-wellbeing and academic success of TGD students, several risk reducing school interventions, programs and practices have been identified. These include 1) addressing and stopping bullying and harassment 2) developing school guidelines prohibiting discrimination based on gender identity and expression 3) establishing affirming, gender diverse student groups 4) educating and training students as well as school faculty on the needs of transgender and gender diverse students 5) providing positive LGBTQIA+ identities in curricula 6) introduction of training sessions where school faculty and staff are informed on topics of trans terminology, pronouns and are given tools for dismantling the gender binary (Goldberg, 2018b)
Some of the most valuable interventions include gender-inclusive bathrooms, non-discrimination and gender-inclusive policies as well as the ability of changing one’s own name on campus records, as was determined in a study with over 500 American trans students (Goldberg et al., 2018a).
Conclusions
TGD people experience various barriers that make their participation in school more difficult and experience different forms of violent victimization. Research has identified several school policies, practices and interventions that have been shown to alleviate the mental well-being of students, potentially better their chances of academic success and ensure their overall safety.
In some countries however, there are trends showing that the rights of TGD people are being revoked or restricted rather than being protected, as would be encouraged based on research. An example of this can be seen in the United States of America. Several of its states are promoting bills similar to the “Don’t Say Gay” bill (formally known as the “Parental Rights in Education” bill) in Florida, which aims at restricting schools within the state from teaching students about the spectrum of gender identities and sexual orientations (Woodward, 2022). This kind of legislation and its discussion increase discrimination, harassment, stigmatization, and social isolation for TGD people. A group of people, who are already vulnerable to harassment and discrimination and experience negative mental health impacts (Nawaz, 2021).
It is important to note that most of the issues touched on within this blog post are centered around the experience of TGD people in the United States. There are TGD people everywhere on this planet and thus country-specific assessments should be conducted to review their legal rights and overall well-being. Such specific assessments are required to be able to adequately advocate, better and ensure the lives of TGD people within each individual country.
In conclusion, it is vital to promote educational interventions that have shown positive effects on TGD students. The improvement of this group of individuals access to, and treatment in, school systems can also be understood as part of a global 2030 agenda for sustainable development. The United Nation’s fourth and fifth SDGs emphasize this point. These two goals strive for gender equality, the end of all forms of discrimination based on gender, the provision and inclusion of equitable education for all and the elimination of gender disparities in education (United Nations Department of Economic and Social Affairs, 2015).
References
American Psychological Association. (2020). APA RESOLUTION on Supporting Sexual/Gender Diverse Children and Adolescents in Schools. 2020. https://www.apa.org/about/policy/resolution-supporting-gender-diverse-children.pdf
Carlisle, M. (2021, July 21). Federal Judge Temporarily Halts Arkansas Transgender Health Care Ban, Arguing it Causes ‘Irreparable Harm’ Bill. Time. https://time.com/6082411/arkansas-trans-health-care-ban/
Goldberg, A., E., Beemyn, G., & Smith, J. Z. (2018a). What is needed, what is valued: Trans’ students’ perspectives on trans-inclusive policies and practices in higher education. Journal of Educational & Psychological Consultation. 29(1), 27-67 doi: 10.1080/10474412.2018.1480376
Goldberg, A. (2018b). Transgender Students in Higher Education. The William’s Institute: UCLA School of Law. https://williamsinstitute.law.ucla.edu/publications/trans-students-higher-education/
Goodman, M., Adams, N., Corneil, T., Kreukels, B., Motmans, J., Coleman, E. (2019). Size and Distribution of Transgender and Gender Nonconforming Populations: A Narrative Review. Endocrinology and Metabolism Clinics of North America, 48(2), 303-321. doi: https://linkinghub.elsevier.com/retrieve/pii/S0889852919300015
James, S., Herman, J., Rankin, S., Keisling, M., Mottet, L., & Anaf, M. (2016). The report of the 2015 US Transgender Survey. Washington, DC: National Center for Transgender Equality.
Matsuno, E., & Budge, S.L. (2017). Non-binary/Genderqueer Identities: a Critical Review of the Literature. Current Sexual Health Reports, 9, 116-120. doi: https://doi.org/10.1007/s11930-017-0111-8
Nawaz, A. (2021, December 30). 2021 set a record for anti-transgender bills: Here’s how you can support the community. PBS. https://www.pbs.org/newshour/show/2021-set-a-record-for-anti-transgender-bills-heres-how-you-can-support-the-community
Woodward, A. (2022, March 13). What is Florida’s ‘Don’t Say Gay’ bill?: Controversial new legislation would ban teachers from discussing sexual orientation and gender issues with students in classroom. Independent.https://www.independent.co.uk/news/world/americas/us-politics/dont-say-gay-bill-florida-b2031098.html
World Professional Association for Transgender Health (WPATH). (2012). Standards of care for the health of Transsexual, Transgender, and Gender nonconforming people. https://www.wpath.org/media/cms/Documents/SOC%20v7/SOC%20V7_English2012.pdf?_t=1613669341
United Nations Department of Economic and Social Affairs. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda