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Date of Graduation
8-15-2026
Semester of Graduation
Summer
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
First Advisor
Tammy Gilligan
Second Advisor
Deborah Kipps-Vaughan
Third Advisor
A. Renee Staton
Abstract
Transgender and gender-diverse (TGD) youth continue to experience significant challenges in school belonging, safety, and mental health outcomes within K-12 educational settings. At the same time, literature highlights the important role affirming school environments play in promoting resilience and well-being among TGD students. The purpose of this systematized review was to synthesize the current literature examining the school-based factors associated with belonging, safety, and well-being for TGD students across ecological systems, as well as identify the barriers that hinder educators in implementing affirming practices in schools, and how school professionals navigate these barriers. Guided by Minority Stress Theory and Ecological Systems Theory, this review examined peer-reviewed studies that focused on TGD youth within K-12 school settings in the United States. A systematic database search of PsycINFO and ERIC identified 25 studies that met inclusion criteria. Findings were synthesized using thematic analysis and revealed three major themes related to school-based protective factors: relational affirmation from school staff, structural inclusion and gender-affirming policies, and coordinated school-wide systems of support. Additional findings highlighted barriers related to educator preparedness, limited institutional support, and broader sociopolitical constraints impacting implementation of affirming practices. The findings suggest that supportive school environments for TGD students require coordinated relational, structural, and systemic approaches that actively affirm gender diversity and promote belonging, safety, and well-being across all levels of the school environment.
Included in
Child Psychology Commons, Educational Psychology Commons, Gender and Sexuality Commons, School Psychology Commons
