Gender Diverse Youth: Exploring Experiences of Social Support and Navigating Educational Institutions

Systematic Review:
Abstract
Objectives
Social support has historically been identified as a protective factor for the mental health of gender diverse youth, whereas emerging research suggests a more nuanced and complex picture. This qualitative systematic review and thematic synthesis aimed to explore how social support affects mental health from the perspective of gender diverse youth themselves.
Methods
A systematic search across four databases identified 17 published studies which met inclusion criteria. Studies were critically appraised using The Critical Appraisal Skills Programme checklist and synthesised using Thomas and Harden’s (2008) approach to thematic synthesis.
Results
Five analytic themes were developed: ‘Support must contain active ingredient: the protective power of affirmation’, ‘Support that isn’t safe: ambivalent, conditional and variable support’, ‘The hidden cost of social support’, ‘High risk uncertain reward: safety in accessing support’ and ‘Chosen family: lifeline when primary support systems fail’.
Conclusions
Findings suggest that social support for gender diverse youth is negotiated, effortful, and highly context dependent. Its protective value hinges on the presence of affirmation, consistency of support, perceived safety and reduced anticipated stigma. Support emerges as a dynamic interplay of affirmation, relational labour and structural context, offering important insights into the mechanisms through which social support influences mental health.

Empirical Study:
Abstract
Objectives
Research suggests that formal educational settings can pose risks to the mental health of gender diverse youth, yet there remains limited contextualised understanding of these experiences. This study aimed to explore how these young people experience and navigate educational institutions.
Methods
Using a Photovoice-informed qualitative design, participants took photographs to represent their identity. These images enriched discussions during semi-structured interviews about their experiences of educational institutions in relation to their identity. Interview data were analysed using Reflexive Thematic Analysis, with participants’ images supporting interpretation.
Results
The analysis generated three themes: ‘Institutional support is contingent: “just no consistency”’, ‘Carrying the burden: gender diversity within a cisnormative framework’ and ‘Strength through struggle’.
Conclusions
Support within educational institutions was experienced as fragile and heavily dependent on individual staff and circumstantial institutional features. Gender diverse youth were often left responsible for ensuring their own safety and recognition, a labour-intensive process associated with cumulative stress. Although participants demonstrated considerable resilience, this resilience was forged, at least in part, through adversity and carried significant emotional cost.