Exploring the dynamic world of psychologists working with gender diverse children and young people (CYP) in educational settings is a journey filled with challenges and revelations. New-Brown, Sargeant, and Wright (2023) delve into this complex landscape, shedding light on the experiences and perspectives of professionals navigating gender diversity in schools. Much like the eerie realms of “the upside down” in Stranger Things, these landscapes are fluid, intersected, and ever-evolving.
Following the release of controversial guidelines for educators dealing with gender diversity in schools by the UK government, tensions escalate as advocacy groups demand better treatment for transgender youth. The power dynamics at play when politics interfere with healthcare and education can disenfranchise communities and lead to a lack of autonomy (Scholz et al., 2021).
Acknowledging the diversity and individuality of gender identities, the term “gender diverse” will be used throughout this article to encompass a spectrum of experiences beyond the traditional cisgender norms.
Gender diverse CYP face unique mental health challenges compared to their cisgender counterparts, including higher rates of self-harm and suicidal ideation, often compounded by the absence of a supportive adult figure in school settings (Rivaz-Koehl et al., 2014; Stonewall, 2017). Creating inclusive environments, implementing supportive policies, and providing training for educators are vital protective factors for addressing these risks and fostering positive relationships with gender diverse youth (Russell et al., 2014; Johns et al., 2018; Garbarino, 2012).
In their systematic review, New-Brown et al. (2023) aim to elucidate the perspectives of psychologists working with gender diverse CYP in schools across various countries. The review focuses on four key themes that illuminate the complex interactions and challenges faced by these professionals.
Gender diverse children and young people broadly experience poorer mental health outcomes than their cisgender peers.
Methods
The systematic review involved a thorough search of five databases and the inclusion of qualitative, primary research data focusing on the experiences of school-based psychological professionals working with gender diverse CYP. After screening and evaluating the studies, 18 relevant articles were selected for analysis.
Thematic Synthesis (TS) was used to identify four analytical themes from the selected studies, shedding light on the challenges and practices of psychologists in supporting gender diverse youth.
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