"Bridging the Gap": School Nurse Experiences Providing Care for Transgender and Gender Diverse Students and Their Parents/Guardians.
School of Nursing, College of Allied Health and Nursing, Minnesota State University, Mankato, MN, USA.
Henrietta Schmoll School of Health, St. Catherine University, Saint Paul, MN, USA.
Sanford Health, Sioux Falls, SD, USA.
Institute for Sexual and Gender Health, National Center for Gender Spectrum Health, University of Minnesota Medical School, Minneapolis, MN, USA.
- Published Article
The Journal of school nursing : the official publication of the National Association of School Nurses
- Publication Date
Oct 01, 2023
School systems are often not set up to support transgender and gender diverse (TGD) students, which results in unsafe and unsupportive environments and other institutional barriers to helping TGD students thrive. An important factor to students' feeling safe and supported in schools may be their relationship with school nurses. The purpose of this study was to describe school nurses' experiences working with TGD students and their parents/guardians, their role in working with this community, and the challenges nurses face when trying to serve TGD students. Semistructured interviews were conducted with 23 school nurses across a Midwestern state. Thematic analysis was used to identify themes: gender-affirming education and interpersonal collaboration, bridging the gap between TGD youth and parents/guardians, gender-affirming care and confidentiality, and navigating parental acceptance and gender-affirmation. School nurses expressed a strong desire to support TGD students but lack the structure and training within schools.
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.
This record was last updated on 09/16/2023 and may not reflect the most current and accurate biomedical/scientific data available from NLM.
The corresponding record at NLM can be accessed at https://www.ncbi.nlm.nih.gov/pubmed/34160304