University Professors’ Positionings on Affirmative Policies for Trans and Nonbinary Students in Italy

Within university contexts, trans-affirming policies are increasingly recognized as essential institutional mechanisms for fostering trans and nonbinary (TNB) well-being and shaping their academic trajectories. Professors represent key institutional actors who may either reinforce exclusionary dynamics or contribute to the development of more affirmative environments. This study aims to explore how Italian university professors understand and evaluate specific trans-affirming policies in higher education: Gender-neutral Bathrooms, Alias Career (Preferred Name Policy), and Safe Zone training. Fifty-two university professors aged 36 to 65 years old (M = 51.77; SD = 8.39) participated in a semi-structured interview. Data analysis was conducted using a reflexive Thematic Analysis to process the collected data. Four main themes were identified: (a) attitudes toward affirmative policies, (b) institutional-level implications, (c) implications for TNB students, and (d) training needs. Participants reflected on potential limitations of current policy proposals and their broader symbolic meanings. Their narratives highlighted key implications for the well-being of TNB individuals, positive effects on the overall campus climate, and the institutional role of affirmative policies in shaping higher education environments. They also underscored the need for adequate training on SOGIESC topics. Such efforts may foster safer university environments while also contributing to a more engaged, innovative, and affirming academic community.