New-Brown, Sargeant, and Wright (2023) offer an insightful exploration of the challenges faced by psychologists working with gender diverse children and young people (CYP) in school settings. They liken these challenges to navigating through tumultuous landscapes, similar to the eerie “upside down” from Stranger Things, where various intersecting factors create complexity. Following the publication of their systematic review, controversial guidance was issued by the UK government for teachers working with gender diverse young people in schools, sparking protests from groups like ‘Trans kids deserve better’. This highlights the impact of politicizing access to healthcare and education, leading to power imbalances.
Gender diversity covers a broad spectrum of experiences beyond cisgender identities, and those who identify as gender diverse often face poorer mental health outcomes compared to their cisgender peers. Protective factors include inclusive policies, supportive relationships with trusted adults, and peer support. New-Brown et al. (2023) conducted a systematic review to capture the insights of psychologists working with gender diverse CYP in the US, UK, Australia, and Cyprus. The study aimed to understand the perspectives of these professionals and inform future practice.
The review identified four key themes, shedding light on the challenges faced by psychologists in supporting gender diverse young people. The study included 141 school-based psychological professionals, such as counselors and psychologists, from various countries. Through thematic synthesis, the authors revealed the importance of the environment, personal values, advocacy, and overcoming barriers in providing effective support to gender diverse CYP.
Psychologists often found themselves navigating unfamiliar territories without clear guidance, relying on their personal values of social justice and inclusion to inform their practice. They actively sought knowledge and understanding of gender diversity to better support their clients. Advocacy and active involvement in the LGBTQ+ community were crucial in creating systemic change within school settings.
Barriers such as lack of training, societal stigma, and fear of negative outcomes hindered psychologists in their efforts to support gender diverse CYP. Overcoming these barriers required a collective effort from professionals, institutions, and communities to create inclusive and safe spaces for all students.
In conclusion, the study emphasizes the importance of recognizing the unique challenges faced by gender diverse CYP and the vital role psychologists play in supporting them. By addressing barriers, advocating for change, and centering the voices of young people, psychologists can create a more inclusive and supportive school environment for all.
