Educational Experiences and Outcomes of Students With Innate Variations of Sex Characteristics in Educational Settings: A Scoping Review and Metasynthesis of Empirical Literature

Current literature highlights the need for educational settings to be safe, inclusive, and affirming learning environments for learners with innate variations of sex characteristics (IVSCs) to ensure optimal educational experiences and outcomes; however, the research metasynthesizing the existing limited research is lacking. This scoping review brings together existing literature and highlights recommended IVSC-inclusive interventions, support mechanisms, and protective factors needed to support and promote optimal educational experiences, outcomes, health, and well-being. The findings from the 20 articles highlight the detrimental and harmful effects “invisibility” and “endosexim” play in the lives of people with IVSCs in educational settings across the world, and on their educational outcomes. In the limited research, people with IVSCs, parents of students with IVSCs, human rights and IVSC advocates, and scholars stress the need for educational settings to promote inclusive, affirming, humane, safe, and educationally relevant learning environments for people with IVSCs, reflective of human rights and antidiscrimination legislation.