Limitations to public schools meeting the needs of trans students: a scoping review and meta-synthesis

Public schools influence the wellbeing of trans, gender-diverse, and nonbinary (respectfully TGN) students; however, the research synthesizing the existing empirical research is limited. This scoping review brings together existing empirical literature exploring the limitations of public schools in meeting the needs of TGN students. In accordance with the Joanna Briggs Institute (JBI) manual for evidence synthesis and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) guidelines, this scoping review employed Arksey and O’Malley’s five-stage framework. Four databases were used, with literature searched on June 5 2025. Included articles were assessed against predetermined inclusion/exclusion criteria. Included studies were empirical, peer-reviewed, published in English within the last 10 years, full-text accessible online, with no geographical limitations, and relevant to the research question. A total of 18 studies were included. Employing a modified socio-ecological framework, the meta-synthesized findings explored structural, interpersonal, and individual-level barriers in addressing the needs of TGN students in public schools. Review findings stress the persistent challenges TGN students face in public school, adversely affecting their socio-emotional wellbeing, and academic experiences and achievements. Further research exploring the needs of TGN students across diverse school contexts is needed, collectively seeking to inform adequate and affirming supports fostering safe school climates, inclusive learning environments, wellbeing, strengthened school connectedness, and enhanced teacher training.