Sexual and gender diverse people accessing maternity services may face stigma and exclusion due to a lack of inclusive midwifery education. Traditional midwifery philosophy centers on women, often marginalizing those whose gender identities fall outside binary norms. Despite growing awareness of gender-affirming care, midwifery education remains poorly equipped to prepare students and professionals for inclusive practice. This scoping review examines how tertiary and clinical midwifery education prepares midwives and students to care for sexually and gender diverse people within maternity services. It identifies existing strengths, gaps, and opportunities for improvement, with the aim of informing educational, clinical, and policy reform in the Australian context. Using the Joanna Briggs Institute PCC framework and PRISMA-ScR guidelines, peer-reviewed literature from 2004 to 2026 was sourced from five databases. Twelve studies met inclusion criteria and were thematically analyzed. Three key themes emerged: Gaps in curricula on sexual and gender diversity; The role of identity, communication, and emotional safety; and The need for inclusive, respectful clinical environments. Educational content was fragmented, inconsistently delivered, and underpinned by cis-heteronormative assumptions. These findings highlight a critical gap in educator preparedness and curriculum design. In the absence of inclusive education, midwives may be inadequately equipped to provide affirming care, thereby perpetuating existing disparities. Urgent reform across curricula, professional development, and policy is required to promote equitable maternity care for sexual and gender diverse people.
Carey et al. (Thu,) studied this question.
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