From Recognition to Practice: A Systematic Review of Barriers and Inclusive Practices for Transgender Students Across Educational Contexts

While institutions are increasingly acknowledging gender diversity, transgender students still encounter obstacles to meaningful participation in education. However, evidence is patchy across school and higher education contexts, limiting understanding of shared and context-specific challenges and inclusive practices. This systematic review brings together research about the educational experiences of transgender students in different contexts. We conducted systematic searches using PRISMA 2020 principles in Scopus, Web of Science, Semantic Scholar, and Google Scholar, which yielded 903 documents published between January 2010 and May 2025. Twenty-one peer-reviewed studies were included after screening and assessing eligibility. The CASP framework was used to assess methodological quality, and findings were thematically integrated through narrative and cross-context analysis. Shared impediments were discrimination, harassment, invalidation of identity, lack of institutional support, and cisnormative administrative and physical systems. School-based issues were more significantly connected with peer victimisation, teacher reactions, family connections, safety, and restriction of gender expression. Those with higher education reported more frequent challenges relating to administrative processes, housing, documentation, facilities, and institutional support. Promising practices included inclusive policies, administrative recognition, gender-inclusive facilities, educator preparation, student support, and participation. The review concludes that substantive inclusion requires a shift from formal recognition to coordinated and consistently applied institutional practices.