Mandalia, Pooja;
(2022)
Exploring the Experiences of Trans* Young People Attending an Alternative Education Provision: A Multi-Informant Case Study.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
Gender identity is becoming a concern in the modern world especially in the lives of trans* young people. They face negative school experiences, leading to poorer well-being and educational outcomes compared to their cisgender peers (McGuire et al., 2010). Currently, there is a lack of understanding on trans* young people’s experiences in the UK and within Alternative Education Provisions (AEPs). This study aims to generate knowledge about the experiences of trans* young people attending an AEP, the impact the change of settings (from general to alternative) has had on their gender-related experiences including their overall learning and well-being. Additionally, there is limited knowledge on supporting trans* young people with Special Educational Needs (SEN). This research provides a unique insight into the perspectives of these young people to broaden professional knowledge. Theoretically informed by bioecological theory, a qualitative case study design was implemented using semi structured interviews with five trans* young people, six parents and seven staff members within one AEP. Phase 1 of data collection involved preparatory work comprising of school consultations to plan data collection procedures. Phase 2 involved interviews with parents exploring their perceptions. Phase 3 involved rapport building with young people and explored their perceptions. Phase 4 explored staff perceptions on school beliefs, practices and support. All interviews were transcribed and thematically analysed using the six stages promoted by Braun and Clarke (2006). Five key themes emerged from the findings in relation to the young people’s experiences within the AEP and prior mainstream school settings. These included ‘school climate’, ‘understanding gender identity and available support’, ‘school relationships’, ‘supporting mental well-being and additional needs’ and ‘preparing for adulthood’. These themes are discussed and interpreted in relation to the theoretical framing and existing literature, key implications for the AEP and educational psychology practice are also discussed.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Exploring the Experiences of Trans* Young People Attending an Alternative Education Provision: A Multi-Informant Case Study |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10153867 |
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