An educational “queery:” What is the relationship between gender affirming practices and the sense of school belonging and emotional wellbeing for trans high school students in North Carolina?

Transgender and gender-diverse (TGD) high school students face significant challenges in educational environments shaped by cisnormativity, restrictive policies, and inconsistent protections in a rapidly shifting legal landscape. This study investigates the relationship between gender-affirming practices, school belonging, and emotional well-being among TGD students in North Carolina. Using a convergent mixed-methods approach, the research integrates quantitative survey data and qualitative interviews to examine how school policies and practices impact students' experiences. Guided by Critical Trans Theory (CTT), the study highlights how systemic cisnormativity and restrictive legislation create barriers to inclusion while also identifying protective factors that foster resilience. The qualitative data amplifies the voices of TGD students, an often-silenced group in the current political climate, providing crucial insight into their lived experiences. Findings indicate that affirming school environments—where students can use their correct names and pronouns, access gender-neutral facilities, and engage with supportive staff—positively correlate with increased school belonging and improved emotional well-being. Conversely, policies that restrict gender expression, forcibly out students, or limit Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)+ curriculum contribute to heightened distress. This research underscores the urgent need for educational policymakers and administrators to implement inclusive policies that support the mental health and academic success of TGD youth.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Grant, Jess

Contributors dc:contributor

• Lee, Sharon S
• Lee, Sharon
• Pak, Yoon
• Huang, Wenhao D
• Lindgren, Samantha

• North Carolina
• trans
• transgender
• TGN
• school policies
• gender affirming
• sense of school belonging
• emotional wellbeing

Statement dc:rights

• Copyright 2025 Jess Grant

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129533

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129533