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Instructor/Advisor

Sara McPhee Lafkas, Ed.D., LICSW

Keywords

Bathroom discrimination, Transgender, Nonbinary, School Policies

Abstract

Transgender and nonbinary (TGNB) youth experience unique challenges in the school setting, particularly regarding access to gender-affirming spaces and inclusive policies. In the United States of America, there are significant disparities between states in policies regarding TGNB inclusion, as some states require protective policies while others implement restrictive measures that prohibit gender-affirming practices. This systematic literature review examines the relationship between bathroom discrimination, school policies, and the mental health of TGNB students. Drawing upon the findings of 20 empirical studies, this review explores how restrictive or affirming school policies impact the psychological well-being and overall sense of belonging for TGNB youth. Findings indicate that schools with gender-inclusive policies and access to gender-affirming restrooms are associated with better mental health outcomes for TGNB students, while discriminatory practices lead to a decrease in mental health and academic engagement. This review highlights the need for policy changes to foster a safer and more supportive school environment for TGNB youth.

Access Denied: How Bathroom Discrimination and School Policies Impact Transgender and Nonbinary Students' Mental Health

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