Transgender students report substantially fewer school supports than non-transgender peers, especially caring adult relationships and high expectations¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Only about 4 in 10 transgender middle and high school students reported caring adult relationships at school, roughly 20 percentage points below non-transgender students. → Hanson 2019 q2 i? Transgender students were about 15 percentage points less likely than non-transgender students to report a school culture fostering parental involvement. → Hanson 2019

Evidence¶

Hanson 2019¶

Hanson, T., Zhang, G., Cerna, R., Stern, A., & Austin, G. (2019). Understanding the experiences of LGBTQ students in California. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601909

q2 · i? · associational · r3

Descriptive tabulations of pooled 2017-19 CHKS data from approximately 800,000 secondary students, disaggregated by gender identity. The report states these results "were about 20 percentage points lower than those for non-transgender students."

"Only about 4 in 10 transgender middle and high school students reported the presence of caring adult relationships in school (42% for middle school, 45% for high school) and about half reported that adults in school held them to high expectations"

Discussion¶

Related Claims¶

• Transgender, gay/lesbian, bisexual, and 'something else' students report significantly poorer outcomes than non-transgender and straight peers on all 14 measures — a broader claim this one bears on
• Adjusting for perceived school supports and safety eliminates the transgender/non-transgender school connectedness gap and halves mental health, motivation, and middle school performance gaps — related
• Across nearly all race/ethnicity groups, transgender high school students report fewer school supports, lower safety, lower motivation, and lower connectedness than non-transgender peers — a broader claim this one bears on
• Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students) — related
• Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains