'It Was Probably One of the Best Moments of Being Trans*, Honestly!': Exploring the Positive School Experiences of Transgender Children and Young People

Autor/in	Leonard, Matt
Titel	*'It Was Probably One of the Best Moments of Being Trans, Honestly!': Exploring the Positive School Experiences of Transgender Children and Young People**
Quelle	In: Educational & Child Psychology, 39 (2022) 1, S.44-59 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Sexual Identity; Student Experience; Educational Environment; Teacher Role; School Role; Resilience (Psychology); Barriers; Social Bias; Bullying; LGBTQ People; Foreign Countries; Language Usage; United Kingdom + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Mobbing; Ausland; Sprachgebrauch; Großbritannien
Abstract	Aims: The negative school experiences of transgender students are well documented, but so far little research has explored what is going well for transgender students in school. This research highlights some of the positive school experiences of transgender youth in order to promote positive change. Methods: A qualitative, interpretive approach was adopted. An initial focus group explored language within the transgender community and helped to design questions for semi-structured interviews. Interviews were then conducted with three transgender young people. An Interpretative Phenomenological Analysis approach was adopted. Findings: Five superordinate themes emerged from the participants' narratives. The Importance of Language was highlighted as a means for transgender youth to assert their own identities and for others to demonstrate respect, and Individual Teacher Support, Whole-School Approaches and The Importance of Community highlighted ways others have shown support to transgender youth. A final theme, My Own Best Friend, reflected the skills and resilience of the transgender young people themselves. Limitations: Limitations are associated with the challenges of using a qualitative, interpretive approach, including language and the role of the researcher. These are discussed alongside suggestions for development. Conclusions: The research findings highlight that transgender young people are able and willing to share their experiences and highlight positive practice in schools. Educational psychologists are uniquely positioned to support young people at an individual and systemic level. It is important that they continue to support transgender young people, as well as to continue helping schools and local authorities to develop guidelines for supporting transgender students. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01