Exkluderande och inkluderande utbildningsmiljöer för icke-binära transelever : En litteraturstudie utifrån ett anti-oppressive education perspektiv

This literature review examines prior research on non-binary transgender individuals in educational settings to explore how educational environments can be either excluding or including for non-binary transgender students, drawing on the theoretical framework of anti-oppressive education as developed by Kevin K. Kumashiro. By combining Neil Gislason’s model of school climate with Nadiia Chernukha’s model of inclusive sociocultural environments, the study analyzes four key dimensions of the school setting: physical, organizational, pedagogical, and social. The review reveals that non-binary students are frequently marginalized within school systems built around binary gender norms, often experiencing a lack of recognition, discriminatory treatment, and limited access to affirming spaces. These exclusionary conditions are linked to negative impacts on mental health and a diminished sense of belonging. However, the study also highlights strategies for inclusion, such as gender-neutral facilities, inclusive curricula, teacher training, and the importance of peer and staff support. The findings emphasize the need for educational institutions to actively challenge cisnormative structures and promote a school climate grounded in respect, equity, and recognition of gender diversity.