Facilitating inclusion in schools for gender-diverse children and young people including those at the intersection of neuro and gender diversity

Abstract

The experiences of gender-diverse children and young people (CYP) have come into sharp focus recently with a proliferation of research evidencing poorer educational outcomes for this group compared to cisgender peers. Yet, a systematic review of the literature, including positive, affirming experiences is yet to be conducted. Further key gaps within the literature include a paucity of research exploring the impact of intersectionality for this group, whilst the role played by educational psychologists (EPs) in supporting CYP with intersecting gender and neurodiversity remains unexplored. Paper 1, a systematic literature review (SLR) provides an overview of the research relating to the lived high school experiences of gender-diverse young people. Web and database searches identified 12 studies representing direct, first-hand experiences of high school. Data were analysed using thematic synthesis. The findings indicate that gender-diverse youth experience a range of negative and affirming experiences throughout high school linked to key themes including cisnormativity, language, identity, relationships and transphobia. Findings are discussed in relation to inclusive schooling practices as well as offering implications for professional practice. Paper 2, an empirical investigation, explores the experiences and practices of five EPs with applied knowledge of working with autistic, gender-diverse CYP. Semi-structured interviews were conducted and a reflexive thematic analysis carried out to develop themes. Findings highlight distinct areas of practice and challenges faced by EPs including the uncertainty and complexity of work in this emerging area. The nature of direct work with CYP and support for inclusive schooling practices are also explored. Implications for research and practice are discussed including the development of resources and guidance within educational psychology services to support practitioners in their work in this area. Paper 3 provides a discussion of the concept of evidence-based practice in relation to the role of the EP alongside consideration of effective methods for research dissemination. The implications of the research presented in Paper 1 and Paper 2 are also identified and a dissemination strategy for sharing findings with key stakeholders is outlined.

Date of Award	31 Dec 2021
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Cathy Atkinson (Supervisor) & Caroline Bond (Supervisor)