Exploring teachers' experiences of working with transgender young people in Northern Ireland

Using an exploratory qualitative research design, eight semi-structured interviews were completed and analysed using Thematic Analysis. Analysis of the data extracted through interview highlighted key aspects of teacher experiences.

Analysis suggested that teachers initially presented with fear surrounding their ability to teach a transgender pupil. Despite fears, limitations of knowledge and challenges existing around working with transgender CYP, teachers in the sample displayed positive attitudes to working with transgender pupils and overall demonstrated positive experiences. While much of the literature suggests that the religious context of NI would act as a barrier for this population, teachers within the sample expressed that religion acted as a positive influence for the school experience of transgender CYP.