Exploring the experiences of transgender and/or nonbinary students at single-sex schools in the United Kingdom using feminist relational discourse analysis

Transgender and/or nonbinary (TNB) students are amongst the most marginalised and vulnerable in schools, with little known about their experiences in single-sex schools (SSS). This research explored the experiences of six TNB young adults (18–25 years old) who previously attended SSS, aiming to contribute to a greater understanding of their lived experiences and guide the support provided in schools. A two-phase research approach was used. In Phase 1, three TNB participants coproduced the research design and interview schedule. In Phase 2, five TNB young adults participated in either individual interviews or a focus group. Feminist relational discourse analysis was used to explore structures of power and normativity in SSS and the participants’ relationship with these. The participants navigated school structures where there was seldom physical or philosophical space for them. Their mental health suffered as they were made to feel invalidated and that they did not fit or belong. Particular problems existed in participants’ all-boys schools. This research contributes by highlighting TNB people’s nuanced experiences of SSS, with implications for school counsellors working with these students to ensure they feel heard and seen by taking a gender-affirming approach and proactively advocating for gender-inclusive school environments.