Trans and Nonbinary Italian University Students: Fostering Positive Identity, Bridging the Gap and Facing the University Ecosystem

Abstract Introduction Trans and nonbinary (TNB) individuals face significant challenges in educational settings, often reporting heightened levels of discrimination, invisibility and minority stress compared to their cisgender peers. Despite being frequently included in broader LGBTQ + studies, TNB students constitute a distinct population with unique vulnerabilities, particularly in university environments where trans-affirming policies are often inconsistent or absent. Drawing on the self-determination theory and the minority stress model, this study explores the role of three specific trans-affirming policies implemented in Italian universities—Alias Career (Preferred Name Policy), Gender-neutral Bathrooms and Safe Zone training—in shaping the academic and social experiences of TNB students. Methods Twenty-six TNB students aged 18 to 27 ( M = 22.73; SD = 2.34) participated in a semi-structured interview. Data analysis was conducted by the means of a reflexive Thematic Analysis. Results Three main themes were identified: (a) fostering positive identity , referring to the empowering and validating effects of trans-affirmative policies; (b) bridging the gap , highlighting areas for improvement and expansion of support measures; and (c) facing the university ecosystem , capturing how these experiences intersect with broader contextual and institutional factors. Trans-affirmative policies were crucial for well-being, reducing stress and reinforcing validation. However, challenges emerged, such as the heterogeneity of staff preparation. Conclusions This study underscores the need for universities to foster equity and inclusion, ensuring a safer and more supportive environment for TNB students. Policy Implications Alias Career protocols, gender-neutral bathrooms and Safe Zone training can help reduce victimization, promote safety and foster a sense of belonging, although some modifications may be necessary. Implementing policies for full participation in academic environments is crucial.