Responding to the Needs of Transgender and Gender Diverse Students in Australian Nongovernment Schools

Abstract

School responses to transgender and gender diverse (TGD) students are crucial due to these students’ disproportionate experiences of bullying, mental illness, and trauma. Schools’ responses to the distinctive needs of TGD students are shaped by the legislative landscape, with nongovernment schools having more flexibility in accepting or overriding antidiscrimination legislation. Despite the critical role of schools, limited research explores how school staff perceive responding to Australian TGD student needs, particularly in the nongovernment school sector. In this qualitative study, in-depth interviews with nine school staff explored nongovernment secondary school responses to TGD students in Queensland, Australia. Thematic analysis identified four themes: relationships as motivators for change, breaking barriers in rural vs. urban settings, complex needs, and meaningful change. Findings revealed that interpersonal contact between staff and TGD students influenced motivation for meaningful change towards a more trauma-informed framework. Geographical location influenced how schools addressed change, as did complexities of TGD students who experienced autism, attention deficit hyperactivity disorder (ADHD), and trauma. Religious-based school environments were perceived as a key barrier to change. Findings suggest that social work-led policy and practice is integral for trauma-informed, affirming care for TGD students, but that barriers exist in nongovernment education. IMPLICATIONS Social work-led education policy and practice is integral for the delivery of trauma-informed, affirming care for TGD students. Nongovernment school staff can experience barriers to meeting TGD student needs due to organisational culture and a lack of leadership. Intersecting values and ideology can complicate provision of gender-affirming and trauma-informed care within religious nongovernment school settings.