Abstracts
Abstract
This paper highlights findings from a qualitative research study exploring the schooling experiences of transgender and non-binary youth (ages 14-25) in Alberta. Given the unique legislative and cultural context of each Canadian province/territory, this study focused on the schooling experiences of TNB youth, specifically within the socially conservative context of Alberta and its provincial education system, which, historically, has lagged behind other Canadian provinces/territories in sexual and gender diversity inclusion. This study contributes to a growing body of qualitative research focusing on the unique experiences of TNB students in Canada by investigating the school-based experiences of TNB youth in Alberta to better understand their lived experiences and to inform educational policies and practices within the province. The research findings highlight four key thematic areas: (1) climate and culture, (2) supports, (3) education, and (4) safety, which participants identified as critical factors that influence their experience(s) in educational environments.
Keywords:
- transgender,
- non-binary,
- 2SLGBTQ+,
- education,
- Alberta
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Airton, L. (2023). You don’t know me: Welcoming gender diversity in schools via an ethic of hospitality. Curriculum Inquiry, 53(2), 148-168. https://doi.org/10.1080/03626784.2023.2200810
- Atteberry-Ash, B., Kattari, S. K., Harner, V., Prince, D. M., Verdino, A. P., Kattari, L., & Park, I. Y. (2021). Differential experiences of mental health among transgender and gender-diverse youth in Colorado. Behavioral Sciences, 11(4), 48. https://doi.org/10.3390/bs11040048
- Bai, S. (2023, September 21). This student is stuck in the middle of Canada’s gender policy debate. Macleans. https://macleans.ca/politics/saskatchewan-school-gender-identity/
- Bauer, G., Devor, A., Heinz, M., Marshall, Z., Pullen Sansfaçon, A., & Pyne, J. (2019). CPATH ethical guidelines for research involving transgender people & communities. Canadian Professional Association for Transgender Health. http://cpath.ca/en/resources/
- Burkholder, C., & Keehn, M. (2023). “Something that is so overlooked”: joyfully exploring queer bodies and sexualities in sexuality education with teachers in New Brunswick, Canada. Sex Education, 25(2), 201–220. https://doi.org/10.1080/14681811.2023.2296984
- Clarke, V., & Braun, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
- Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
- Day, J. K., Perez-Brumer, A., & Russell, S. T. (2018). Safe schools? Transgender youth’s school experiences and perceptions of school climate. Journal of Youth and Adolescence, 47, 1731-1742. https://doi.org/10.1007/s10964-018-0866-x
- Day, J. K., Ioverno, S., & Russell, S. T. (2019). Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices. Journal of school psychology, 74, 29-43. https://doi.org/10.1016/j.jsp.2019.05.007
- Domínguez-Martínez, T., & Robles, R. (2019). Preventing transphobic bullying and promoting inclusive educational environments: Literature review and implementing recommendations. Archives of Medical Research, 50(8), 543–555. https://doi.org/10.1016/j.arcmed.2019.10.009
- Egale. (2024, February). What’s happening in Alberta? Egale explains. Egale. Retrieved April 17, 2025, from https://egale.ca/awareness/alberta/
- Edmonton Public School Board. (2023). Sexual orientation and gender identity. https://www.epsb.ca/ourdistrict/topics/sexualorientationandgenderidentity/
- Filax, G. (2006). Queer youth in the province of the ‘severely normal. UBC Press.
- Fletcher, A. J. (2017). Applying critical realism in qualitative research: methodology meets method. International Journal of Social Research Methodology, 20(2), 181-194. https://doi.org/10.1080/13645579.2016.1144401
- Frohard-Dourlent, H. (2018). “The student drives the car, right?”: trans students and narratives of decision-making in schools. Sex Education, 18(4), 328–344. https://doi.org/10.1080/14681811.2017.1393745
- Government of Alberta. (2024). Alberta Human Rights Act. https://kings-printer.alberta.ca/documents/Acts/A25P5.pdf
- Goetz, T. G., & Arcomano, A. C. (2023). “Coming home to my body”: A qualitative exploration of gender-affirming care-seeking and mental health. Journal of Gay & Lesbian Mental Health, 27(4), 380-400. https://doi.org/10.1080/19359705.2023.2237841
- Grant, J. M., Mottet, L. A., Tanis, J., Harrison, J., Herman, J. L., & Keisling, M. (2011). Injustice at every turn: A report of the national transgender discrimination survey. National Center for Transgender Equality and National Gay and Lesbian Task Force.
- Greytak, E. A., Kosciw, J. G., & Boesen, M. J. (2013). Putting the “T” in “resource”: The benefits of LGBT-related school resources for transgender youth. Journal of LGBT Youth, 10(1-2), 45-63.
- James, S. E., Herman, J. L., Rankin, S., Keisling, M., Mottet, L., Anafi, M. (2016). The report of the 2015 U.S. transgender survey. National Center for Transgender Equality. https://transequality.org/sites/default/files/docs/usts/USTS-Full-Report-Dec17.pdf
- Johnson, L. (2023, September 20). Hundreds of protesters clash in west Edmonton over sex and gender education. Edmonton Journal. https://edmontonjournal.com/news/local-news/cross-country-rallies-against-gender-ideology-in-schools-met-with-counter-protests
- Jones, T. (2023). Euphorias in gender, sex and sexuality variations: Positive experiences. Palgrave Macmillan.
- Kelley, J., Pullen Sansfaçon, A., Gelly, M. A., Chiniara, L., & Chadi, N. (2022). School factors strongly impact transgender and non-binary youths’ wellbeing. Children, 9(10), 1520.
- Kosciw, J. G., Clark, C. M., & Menard, L. (2022). The 2021 National School Climate survey: The experiences of LGBTQ+ youth in our nation’s schools. Gay, Lesbian and Straight Education Network. https://www.glsen.org/sites/default/files/2022-10/NSCS-2021-Full-Report.pdf
- Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 national school climate survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. A report from GLSEN. Gay, Lesbian and Straight Education Network. https://files.eric.ed.gov/fulltext/ED608534.pdf
- Li, G., Wu, A. D., Marshall, S. K., Watson, R. J., Adjei, J. K., Park, M., & Saewyc, E. M. (2019). Investigating site-level longitudinal effects of population health interventions: Gay-Straight Alliances and school safety. SSM-population health, 7, 100350. https://doi.org/10.1016/j.ssmph.2019.100350
- London-Nadeau, K., Chadi, N., Taylor, A. B., Chan, A., Pullen Sansfaçon, A., Chiniara, L., Lefebvre, C. & Saewyc, E. M. (2023). Social support and mental health among transgender and nonbinary youth in Quebec. LGBT health, 10(4), 306-314.
- Maine, E., Hardy, T., & Wells, K. (2024). “This is killing me. Please let me leave”: Trans and non-binary youth and sexual health education in Alberta. The Canadian Journal of Human Sexuality, 33(3), 315-328.
- Maine, E., Hardy, T., & Wells, K. (2025). “I was lucky”: Exploring the healthcare experiences of trans and non-binary youth in Alberta. International Journal of Transgender Health, 1-20. DOI: 10.1080/26895269.2025.2478105
- Martino, W. (2022). Supporting transgender students and gender-expansive education in schools: Investigating policy, pedagogy, and curricular implications. Teachers College Record, 124(8), 3-16.
- Martino, W., Omercajic, K., & Kassen, J. (2022). “We have no ‘visibly’ trans students in our school”: Educators’ perspectives on transgender-affirmative policies in schools. Teachers College Record, 124(8), 66–97.
- Marx, R. A., & Kettrey, H. H. (2016). Gay-straight alliances are associated with lower levels of school-based victimization of LGBTQ+ youth: A systematic review and meta-analysis. Journal of Youth and Adolescence, 45, 1269-1282. https://doi.org/10.1007/s10964-016-0501-7
- McGuire, J. K., Anderson, C. R., Toomey, R. B., & Russell, S. T. (2010). School climate for transgender youth: A mixed method investigation of student experiences and school responses. Journal of Youth and Adolescence, 39, 1175-1188.
- Navarro, M. I. A., Uy, T., & Dimaano, C. (2021). Building empathy through art, photography, theatre, and music in a LGBT-focused health education course. International Journal of Caring Sciences, 14(3), 1636-1642.
- Olsavsky, A. L., Grannis, C., Bricker, J., Chelvakumar, G., Indyk, J. A., Leibowitz, S. F., Mattson, W., Nelson, E., Stanek, C. J., & Nahata, L. (2023). Associations among gender-affirming hormonal interventions, social support, and transgender adolescents’ mental health. Journal of Adolescent Health, 72(6), 860-868.
- Omercajic, K., & Martino, W. (2020). Supporting transgender inclusion and gender diversity in schools: A critical policy analysis. Frontiers in Sociology, 5(27). https://doi.org/10.3389/fsoc.2020.00027
- Omercajic, K. (2022). “Basement Boys” in the all-gender bathroom: Investigating student-inspired trans-activism and white cisgenderist barriers to supporting trans students in school. Teachers College Record, 124(8), 220-243
- Peter, T., Campbell, C. P., & Taylor, C. (2021). Still in every class in every school: Report on the second climate survey on homophobia, biphobia, and transphobia in Canadian schools. Egale Canada Human Rights Trust.
- Porta, C. M., Gower, A. L., Mehus, C. J., Yu, X., Saewyc, E. M., & Eisenberg, M. E. (2017). “Kicked out”: LGBTQ youths’ bathroom experiences and preferences. Journal of Adolescence, 56, 107-112.
- Poteat, V. P., Sinclair, K. O., DiGiovanni, C. D., Koenig, B. W., & Russell, S. T. (2013). Gay–straight alliances are associated with student health: A multischool comparison of LGBTQ and heterosexual youth. Journal of Research on Adolescence, 23(2), 319-330.
- Russell, S. T., Horn, S., Kosciw, J., & Saewyc, E. (2010). Safe schools policy for LGBTQ students and commentaries. Social Policy Report, 24(4), 1-25.
- Sinclair-Palm, J. (2023). The role of family in trans youths’ naming practices. International Journal of Qualitative Studies in Education, 1-14.
- Stechyson, N. (2023). As New Brunswick changes its LGBTQ policy in schools, advocates worry it’s just the beginning. CBC News. https://www.cbc.ca/news/canada/new-brunswick-trans-lgbtq-higgs-1.6889957
- Stryker, S., & Whittle, S. (Eds.). (2013). The transgender studies reader. Routledge.
- Surette, T. E. (2019). Interrupting institutional heteronormativity: School counsellors’ role in advocating for gender and sexually diverse students. Canadian Journal of Counselling and Psychotherapy, 53(4).
- Taplin, S., Chalmers, J., Hoban, B., McArthur, M., Moore, T., & Graham, A. (2019). Children in social research: do higher payments encourage participation in riskier studies?. Journal of Empirical Research on Human Research Ethics, 14(2), 126-140.
- Taylor, A. B., Chan, A., Hall, S. L., Saewyc, E. M., & the Canadian Trans & Non-binary Youth Health Survey Research Group. (2020). Being safe, being me 2019: Results of the Canadian trans and non-binary youth health survey. Stigma and Resilience Among Vulnerable Youth Centre, University of British Columbia.
- Taylor, C., & Peter, T. (2011). “We are not aliens, we’re people, and we have rights.” Canadian human rights discourse and high school climate for LGBTQ students. Canadian Review of Sociology/Revue Canadienne de Sociologie, 48(3), 275-312.
- Taylor, C., Peter, T., Campbell, C., Meyer, E., Ristock, J., & Short, D. (2015). The Every Teacher Project on LGBTQ-inclusive education in Canada’s K-12 schools. Manitoba Teachers’ Society.
- Taylor, C. G., Meyer, E. J., Peter, T., Ristock, J., Short, D., & Campbell, C. (2016). Gaps between beliefs, perceptions, and practices: The Every Teacher Project on LGBTQ-inclusive education in Canadian schools. Journal of LGBT Youth, 13(1-2), 112-140.
- Travers, A. (2018). The trans generation. New York University Press.
- Travers, A., Marchbank, J., Boulay, N., Jordan, S., & Reed, K. (2022). Talking back: Trans youth and resilience in action. Journal of LGBT Youth, 19(1), 1-30.
- Veale, J., Saewyc, E., Frohard-Dourlent, H., Dobson, S., Clark., B. & the Canadian Trans Youth Health Survey Research Group. (2015). Being safe, being me: Results of the Canadian trans youth health survey. Stigma and Resilience Among Vulnerable Youth Centre, School of Nursing, University of British Columbia.
- Wearmouth, D. (2023, December 6). Calgary Catholic schools ban 2SLGBTQ+ ‘safe space’ stickers, teacher says. City News. https://calgary.citynews.ca/2023/12/06/calgary-catholic-schools-2slgbtq-safe-space-sticker-ban/
- Wells, K., Frohard-Dourlent, H., Saewyc, E., Ferguson, M., Veale, J., & The Canadian Trans Youth Health Survey Research Group. (2017). Being safe, being me in Alberta: Results of the Canadian trans youth health survey.
- Wittlin, N. M., Kuper, L. E., & Olson, K. R. (2023). Mental health of transgender and gender diverse youth. Annual Review of Clinical Psychology, 19, 207-232.
- Wolowic, J. M., Heston, L., Saewyc, E., Porta, C., & Eisenberg, M. (2016). Embracing the rainbow: LGBTQ youth navigating “safe” spaces and belonging in North America. Journal of Adolescent Health, 58(2), S1-S19.
- Wright-Maley, C., Davis, T., Gonzalez, E. M., & Colwell, R. (2016). Considering perspectives on transgender inclusion in Canadian Catholic elementary schools: Perspectives, challenges, and opportunities. Journal of Social Studies Research, 40(3), 187-204.
- Wright, J. J., Fonarev, E., & Greenberg, E. (2023). Developing queer joy-centered gender-based violence prevention education. Egale.
- Wyss, S. E. (2004). “This was my hell”: The violence experienced by gender non-conforming youth in US high schools. International Journal of Qualitative Studies in Education, 17(5), 709–730. https://doi.org/10.1080/0951839042000253676