Normativity and oppression: cis and trans students’ experiences in physical education

This paper reports on the discrimination faced by transgender adults in Spain during their childhood, specifically in physical education (PE) classes, and compares it with cisgender students. An initial sample of 1,659 Spanish participants aged 18–74 was narrowed to 393, including transgender and cisgender individuals. Data were gathered via a LimeSurvey questionnaire distributed through LGBT Spanish associations and social media. Key variables included educational harassment (and types), frequency of different PE discrimination situations and gender identity groups. Chi-square tests and Cramer’s V measured the significant differences and association strengths in harassment experiences. The results show that transgender students experienced higher levels of educational harassment, rejection, discrimination and violence in PE than their cisgender classmates. Trans non-binary individuals were found to experience more verbal, physical and cyber harassment. Trans students often avoided PE activities, felt unsupported by teachers, and faced exclusion from team activities. The discussed binary structure of PE reinforces cisnormativity, contributing to the marginalization of trans students, leading to their exclusion, mental health struggles and reduced participation. This study underscores the need for anti-normative/oppressive practices to support trans students and challenge systemic discrimination. Also highlighted the need for educational reforms, teacher education and inclusive practices to combat discrimination and promote safe and flourishing spaces for trans students, ensuring equal opportunities and respect in educational settings.