Knowledge and dispositions of caring professionals in school settings regarding trans, gender diverse and non-binary students: A scoping review of empirical research

Knowledge and dispositions of caring professionals in school settings regarding trans, gender diverse and non-binary students: A scoping review of empirical research

Background and Aim: This scoping review investigates the knowledge and dispositions of caring professionals in school settings regarding TGN students. Current literature highlight how trans, gender diverse and non-binary (TGN) students’ self-reported wellbeing and feelings toward school climate are affected by the perceived attitudes and behaviors of caring professionals in school settings, however the research synthesizing the existing research is limiting. This scoping review brings together existing empirical literature identifying what is known about the knowledge and dispositions of caring professionals in school settings regarding TGN students.
Methods: In accordance with the JBI manual for evidence synthesis, this review utilized Arksey and O’Malley’s five-stage methodological framework, and followed the PRISMA-ScR checklist and flowchart. Four electronic databases were used, with literature searches conduced on August 6, 2023. Included studies were assessed against predetermined inclusion/exclusion criteria, with included empirical studies written in English, no date or geographical limitation, online full-text availability, peer-reviewed, and relevant to the research question.
Results: 17 studies were included for final synthesis with nine being cross-sectional studies, six using qualitative methodologies, and two incorporating a mixed methods approach. The final synthesis comprised three themes exploring (1) Knowledge and confidence; (2) Attitudes and comfort; and (3) Competencies, capabilities and/or preparedness of caring school professionals toward TGN students. Findings highlight that caring school professionals generally hold positive attitudes toward TGN youth; however, they require further education and development to better support TGN students from a knowledge, confidence, competence, capability and preparedness perspective.
Conclusions: Findings from this study demonstrate the need for caring school professionals to receive further education regarding TGN knowledge and inclusive practices. Future research needs to comprehensively explore the training caring school professionals receive part of their initial and postgraduate training, including professional development, and through qualitative methodologies explore the multivariable relationships of the developed themes.