[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584692-105":59,"doc-detail-584692-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","improving-school-climate-for-transgender-and-nonbinary-youth-research-brief","IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH - Research Brief","","GLSEN Research Brief examines how transgender and nonbinary students in K-12 schools experience hostile climate, including heightened feelings of unsafety, increased victimization, reduced school belonging, and more frequent missed school. It also evaluates access to LGBTQ-supportive resources—such as GSAs, supportive school personnel, and inclusive curricular materials—and assesses whether these supports benefit transgender and nonbinary students similarly to cisgender LGBQ peers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-school-climate-for-transgender-and-nonbinary-youth-research-brief/584692/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-school-climate-for-transgender-and-nonbinary-youth-research-brief/584692.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the brief compare hostile school climate between transgender/nonbinary students and cisgender LGBQ peers?","Question",{"text":112,"@type":113},"The brief reports that transgender and nonbinary students experience especially unsafe and hostile climates compared to cisgender LGBQ peers, including higher rates of feeling unsafe, victimization, and lower school belonging, with more missed school due to discomfort or fear.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of discrimination are described as being especially specific to transgender and nonbinary students?",{"text":117,"@type":113},"It highlights discriminatory school policies and practices, such as being prevented from using bathrooms or locker rooms consistent with gender identity, restricted from using chosen names and pronouns, and limited from wearing clothing deemed inappropriate based on gender.",{"name":119,"@type":110,"acceptedAnswer":120},"What supportive school resources does the brief examine, and why do they matter?",{"text":121,"@type":113},"The brief examines GSAs, supportive school personnel, and inclusive curricular resources. These supports can provide safe spaces, affirming adults, and positive learning representations that help offset negative effects of hostile school climate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584692,1792062419,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","RESEARCH INSTITUTE  \nIMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH  \nRESEARCH BRIEF  \n[glsen.org/Research](glsen.org/Research)  \nOver 20 years of GLSEN’s Research has established that schools are not safe or welcoming spaces for LGBTQ youth, who face hostile school climates due to their sexual orientation, gender, and gender expression. Further, our research has historically shown that transgender and nonbinary students (i.e., students whose genders do not align with the sex they were assigned at birth) experience especially hostile climates compared to their cisgender lesbian, gay, bisexual, and queer (LGBQ) peers.1 In addition to documenting the hostile school climate experienced by LGBTQ students, the GLSEN Research Institute has also shown that LGBTQ-supportive school resources can help offset the negative effects of this hostile school climate and make schools safer and more affirming for all LGBTQ students.2 However, little is known about whether transgender and nonbinary students reap the same benefits of affirmative school supports as their LGBQ peers.  \nThe purpose of this Research Brief is to illustrate the experiences of transgender and nonbinary students in K-12 schools by: 1) describing transgender and nonbinary students’ experiences with hostile school climate, 2) examining transgender and nonbinary students’ reports of access to school supports, and  \n3) whether and how these supports provide benefits specifically to this population of students. Further, we explore whether there are differences in both access to and benefits of these resources for transgender and nonbinary students and cisgender LGBQ students.  \nINDICATORS OF HOSTILE SCHOOL CLIMATE  \nAs we have documented in our 2019 National School Climate Survey report, transgender and nonbinary students experience especially unsafe and hostile school climates. Compared to their cisgender LGBQ peers, transgender and nonbinary students:3  \n• Were more likely to have felt unsafe based on their gender (84 . 4% of transgender students and 52.4% of nonbinary students vs. 20.6% of cisgender students) and gender expression (69 . 5% of transgender students and 58.3% of nonbinary students vs. 22.0% cisgender students);  \n• Experienced much higher levels of victimization based on their gender and gender expression;  \n• More likely to report missing school because they felt unsafe or uncomfortable (43 .6% of transgender students and 38.1% of nonbinary students vs. 24.9% of cisgender students);  \n• Reported lower levels of school belonging.  \nFor each of these indicators, transgender students had more negative experiences than did nonbinary students.  \nTransgender and nonbinary students also experience discriminatory school policies and practices at higher rates than do their cisgender LGBQ peers, and in general, nonbinary students experience discrimination at a lower rate than do transgender students.4 Over three quarters (77. 3%) of transgender students and 69.1% of nonbinary students reported having been discriminated against, compared to 46.1% of cisgender students.  \nCertain forms of discrimination are more specific to the experiences of transgender and nonbinary students, such as being prevented from using the bathroom consistent with one’s gender identity. Specifically, many transgender and nonbinary students were:  \n• Required to use the bathroom of their legal sex (58 .1% of transgender students and 35. 5% of nonbinary students);  \n• Required to use the locker room of their legal sex (55 . 5% of transgender students and 32. 8% of nonbinary students);  \n• Prevented from using their chosen name and pronouns (44 . 5% of transgender students and  \n36.3% of nonbinary students); and  \n• Prevented from wearing clothing deemed  \n“inappropriate” based on gender (20 . 5% of transgender students and 24.1% of nonbinary students).  \nWe also found that transgender students reported more instances of being required to use the bathroom and locker room of their leg","cbCaiaJ6BD8oaGrv","https://ap.wps.com/l/cbCaiaJ6BD8oaGrv","pdf",336059,18,"English","# Indicators of Hostile School Climate\n## Unsafe feelings and victimization\n## Discriminatory policies and practices\n# Access to Supportive School Resources\n## Supportive student clubs (GSAs)\n## Supportive student personnel","[{\"question\":\"How does the brief compare hostile school climate between transgender/nonbinary students and cisgender LGBQ peers?\",\"answer\":\"The brief reports that transgender and nonbinary students experience especially unsafe and hostile climates compared to cisgender LGBQ peers, including higher rates of feeling unsafe, victimization, and lower school belonging, with more missed school due to discomfort or fear.\"},{\"question\":\"What kinds of discrimination are described as being especially specific to transgender and nonbinary students?\",\"answer\":\"It highlights discriminatory school policies and practices, such as being prevented from using bathrooms or locker rooms consistent with gender identity, restricted from using chosen names and pronouns, and limited from wearing clothing deemed inappropriate based on gender.\"},{\"question\":\"What supportive school resources does the brief examine, and why do they matter?\",\"answer\":\"The brief examines GSAs, supportive school personnel, and inclusive curricular resources. These supports can provide safe spaces, affirming adults, and positive learning representations that help offset negative effects of hostile school climate.\"}]","IMPROVING SCHOOL CLIMATE FOR TRANSGENDER AND NONBINARY YOUTH - Research Brief | PDF",1792051844,45]