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Binary-trans, non-binary and gender-questioning adolescents' experiences in UK schools
Susie Bower-Brown1, Sophie Zadeh1, Vasanti Jadva1
1Centre for Family Research, University of Cambridge, Cambridge, UK.
Journal of LGBT Youth
|October 27, 2025
Summary
UK gender-diverse adolescents face discrimination in schools. They employ strategies like disclosure negotiation and cognitive restructuring to navigate unsupportive environments, highlighting systemic issues within the British school system.
Area of Science:
- Sociology
- Education Studies
- Gender Studies
Background:
- Adolescent gender identity is increasingly diverse.
- Schools often exhibit uninclusive environments and discrimination against LGBTQ+ individuals.
- Research has overlooked the specific school experiences of UK gender-diverse adolescents.
Purpose of the Study:
- To explore the school experiences of UK gender-diverse adolescents.
- To examine the navigation strategies employed by binary-trans, non-binary, and gender-questioning adolescents.
- To identify systemic issues within the British school system affecting gender-diverse youth.
Main Methods:
- Qualitative thematic analysis of open-ended responses from a survey of LGBTQ+ young people.
- Analysis of a subsample of 74 gender-diverse adolescents (25 binary-trans, 25 non-binary, 24 gender-questioning).
Main Results:
- Gender-diverse adolescents experience discrimination in schools via curriculum, space, peers, and teachers.
- Adolescents utilize strategies such as disclosure negotiation, cognitive restructuring, and proactive protection.
- Significant challenges exist for non-binary and gender-questioning identities within schools.
Conclusions:
- The British school system presents substantial challenges for gender-diverse adolescents.
- Current school environments are often unsuitable for non-binary and gender-questioning identities.
- Further research and systemic changes are needed to create inclusive educational settings.
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