Gender Diversity in Swiss Schools: Moderate Teacher Knowledge and Positive Attitudes Towards Trans People

Background: Social discrimination against sex and gender diverse people, such as trans people, is a serious problem in society. Trans people are at risk of stigma, hate speech, and physical violence, leading to psychological distress. Schools can be particularly hostile environments for trans youth. Creating safe and inclusive school environments and promoting positive attitudes through education are important steps in addressing harmful discrimination against these groups. Objective: This study provides an in-depth understanding of teachers' knowledge and attitudes towards gender diversity in Switzerland, with a focus on evidence-based practice to support trans youth. Methods: We investigated Swiss teachers' knowledge and affective, behavioural, and cognitive (ABC) attitudes towards trans and intersex topics. Participants' training and teaching practices on gender diversity issues and perceptions of institutional policies were also assessed. Using a between-subjects design, 117 participants were randomly assigned to complete an online survey with equivalent items about either trans or intersex topics between April and December 2024. Results: On average, teachers perceived their knowledge about trans topics to be somewhat better than moderate, scoring just above the midpoint of the scale. However, the data showed that teachers' knowledge of trans topics was significantly higher than that of intersex topics. Overall, teachers held positive ABC attitudes towards trans people, but cognitive attitudes were significantly more positive towards intersex people than towards trans people. Teachers considered it important to talk about trans topics in the classroom, and around two-thirds of teachers had included trans topics in their lessons. Conclusion: The findings highlight the need for targeted educational interventions to enhance teachers' knowledge and attitudes towards trans topics. The educational and policy implications of our findings are discussed, emphasising the importance of evidence-based practice in creating supportive school environments for trans youth.