Personal Narratives of Gender Diverse Young Adults about their time in UK Schools

Background: During a time of increased media attention and complete reformation of gender clinic services for young people in the UK, there is a strong incentive for understanding the lived experiences of gender diverse young people, especially as new guidance for educational settings focusing on gender diversity is currently being drafted. Methodology: This study used a social constructionist informed Narrative Analysis for analysing storied data by focusing on its structure, content and performative aspects. The data was collected during loosely structured interviews with eight young adults about their personal narratives of attending school in the UK as gender diverse young people. Findings: The collective storylines in this sample indicated that young people’s disclosures of their gender identity represent a crucial step, presenting with unique challenges, although not everyone feels “coming out” is necessary, beneficial or even consistent with their identity formation. These stories were often closely related to negotiating one’s transition in a school setting, including name changes. Stories of bullying were prevalent, including ones where authority figures were the oppressors. Epistemic injustice featured heavily in stories of learning and researching about one’s gender, which was often not facilitated by schools. Implications: Gender diverse young people currently in UK schools require further access to educational information to support their wellbeing. Whole-school approaches can provide favourable environments not only for gender diverse young people but also for LGBT teachers, reinforcing systemic change. Mental health professionals with expertise on gender diversity and related issues can contribute through consultation and training.