Navigating high school: A systematic review of trans* students’ educational experiences

This paper presents the findings of a systematic review of 23 scientific publications published between 2011 and 2024 within the field of Education Science, investigating the experiences of trans* students in high school. Employing a Boolean Search strategy and utilising thematic analysis, four themes emerged: Forms and impacts of cisnormativity at school; Resisting cisnormativity; Schools as transformative agencies; and Multiple trans* identities. Findings reveal that schools are frequently characterised by a pervasive cisnormativity that can lead to marginalization, invisibility, and discrimination. Despite these challenges, trans* pupils demonstrate significant agency and resistance. While schools can perpetuate systemic discrimination, they also possess the potential to foster gender equitable learning environments. Schools can create more equitable and supportive educational spaces. For instance, they can actively challenge their own cisnormative structures and beliefs, and embrace an affirming educational approach that prioritises gender self-determination and recognition of the diverse needs and experiences of trans* students.