Supporting Transgender Youth in Physical Education: Creating Inclusive & Affirming Spaces
- Marcus Down
- 21 minutes ago
- 7 min read
In a time when gender identity is both more visible and more politicized than ever, schools are at the forefront of either affirming or erasing who students are. Transgender and non-binary youth are growing up in a world where supportive spaces can be rare—and the need for inclusive, informed educators is critical.
Schools are among the most hostile environments for transgender individuals. Within schools, Physical Education (PE) stands out as the subject where trans students experience the highest levels of harassment (Devis-Devis et al., 2022). PE classes, often structured around binary norms and expectations, can be especially difficult for trans and non-binary youth. Yet, they also hold the potential to become spaces of empowerment, joy, and belonging. This blog explores the distinct challenges faced by trans and non-binary students in PE and offers practical, research-informed strategies to help educators build safer, more inclusive environments where all students can thrive.
Understanding Transgender and Non-Binary Identities
Before we explore the experiences of transgender and non-binary students in Physical Education (PE), it’s important to clarify some key terms:
Transgender is a term used to describe someone whose gender identity—their internal sense of self—differs from the sex they were assigned at birth, which is typically based on physical anatomy (Meadows, 2021).
Non-Binary describes a gender identity that does not conform to the traditional male/female binary.
Heteronormativity is the assumption that heterosexuality and binary gender identities are the societal default, which can marginalize LGBTQ2S+ individuals.
The Struggles of Transgender Youth in Society, Schools, and PE
Transgender youth continue to navigate school systems that often fail to see and support them. From bullying and exclusion to frequent misgendering and institutional erasure, these students encounter barriers that can impact their sense of safety and belonging.
In Physical Education, the challenges are particularly severe. PE has long been organized around strict gender norms—separated activities, gendered uniforms, and binary changing rooms—which puts trans and non-binary students in situations that can feel unsafe, invalidating, or openly hostile.
Research shows:
56% of transgender students report feeling unsafe at school because of their gender identity (Kosciw et al., 2020).
Saenz-Macana et al. (2024) found that, among school environments, changing rooms are often the least safe and most distressing spaces for trans students. Changing rooms were highlighted, by Kettley-Linsell et al. (2024), as frequent locations where trans students experienced targeted bullying and acts of aggression.
Many use self-protective strategies like sitting out, skipping class, or conforming to avoid drawing attention (Saenz-Macana et al., 2024).
While these coping strategies can offer momentary relief, they often come at the cost of physical well-being, peer connection, and access to joyful, affirming experiences in movement and sport.
Coping Strategies Used by Trans Students in PE
Trans and non-binary students are not passive in the face of exclusion—they actively adapt and resist, often in creative and courageous ways. Research highlights several strategies used to navigate unsafe or unwelcoming PE environments:
Affirming Identity Through Activity Choice: Some students gravitate toward activities that align with how they experience their gender. For instance, trans boys may prefer weight training or team sports that help them express strength, while trans girls may find validation in dance or expressive movement (Devis-Devis et al., 2018; Saenz-Macana et al., 2024).
Avoidance and Opting Out: Others disengage altogether, choosing to miss class, sit out, or hide behind illness or injury to avoid uncomfortable situations (Saenz-Macana et al., 2024).
Forced Participation in Gendered Spaces: Some students continue participating despite intense discomfort, especially when given no alternative to gender-segregated teams or changing rooms (Sykes, 2009).
Altering Uniforms and Clothing: PE uniforms can trigger feelings of discomfort or gender dysphoria. To manage this, trans students often make clothing adjustments—such as layering garments, using compression wear, or selecting looser items—that help them feel more secure and in control of how their bodies are perceived (Saenz-Macana et al., 2024).
Timing and Privacy Adjustments: Many use facilities at alternate times or in isolation to reduce the risk of exposure and anxiety (Saenz-Macana et al., 2024).
Advocacy and Direct Resistance: Non-binary students, in particular, may directly confront rigid structures or discriminatory practices, though this can be emotionally exhausting (Saenz-Macana et al., 2024).
PE as a Site of Harm for Trans and Non-Binary Students
PE is not just another class—it is a deeply embodied experience where gendered expectations are on full display. Students are often expected to move, dress, and behave in ways that match binary norms. For cisgender students, this may go unnoticed. But for trans and non-binary youth, every moment—from changing clothes to choosing teams—can be charged with risk.
Many PE programs are structured around traditional sports that emphasize competitive strength and endurance, often reflecting masculine ideals. This framework frequently sidelines students whose bodies or gender expressions don’t conform to those ideals (Berg & Kokkonen, 2021). In such environments, trans students not only feel physically exposed—they’re also socially isolated. Importantly, Clark and Kosciw (2020) found that the strongest predictor of sports participation among LGBTQ2S+ students is involvement in other extracurricular activities, which are often more inclusive and not divided along gender lines.This highlights how building broader connections to the school community can foster a greater sense of belonging—and in turn, lead to better mental health outcomes
Changing areas remain one of the most distressing features of PE. Even when schools offer alternative spaces, like staff bathrooms or private stalls, students often feel singled out or “othered” by the mere act of needing a separate option (Lopez-Canada et al., 2021). While these solutions can be helpful, they often serve as temporary fixes that don't tackle the underlying culture of exclusion.
For non-binary students, the challenges are particularly complex. Gendered teams and activities assume that everyone can be neatly categorized, leaving non-binary students either forced to “choose” or erased entirely. These practices reinforce a worldview where their identities are not only invisible, but also incompatible with full participation.
How Teachers and Schools Can Foster Inclusive PE Environments
Creating inclusive PE classes is entirely possible—and begins with intention, flexibility, and a willingness to reimagine long-held routines. Here are some research-backed strategies that educators and schools can adopt:
Offer Mixed-Gender Groupings: When students are allowed to participate in integrated activities, it reduces gender-based pressure and creates space for more inclusive play (Kettley-Linsell et al., 2024).
Center Student Choice: Let students opt into activities that feel right for them. Providing options communicates trust and affirms diverse ways of moving and being (Kettley-Linsell et al., 2024).
Provide Accessible, Gender-Inclusive Changing Spaces: Offer multiple options—such as private stalls, staff washrooms, or universally accessible facilities—and ensure students can use them without drawing attention (Kettley-Linsell et al., 2024).
Diversify Movement Offerings: Go beyond mainstream sports. Integrate dance, yoga, cooperative games, and non-competitive activities to foster connection and creativity (Forestier & Larsson, 2023).
Respect Pronouns and Names: Affirming a student’s identity starts with language. Use their chosen name and pronouns, and advocate for their recognition in class lists. Transgender and nonbinary youth are less likely to attempt suicide when everyone in their household consistently use their correct pronouns (Nath et al., 2025).
Train Staff and Build Allyship: Ensure PE educators and school staff receive training on gender diversity and LGBTQ2S+ inclusion. Students who have at least one supportive teacher or staff member are less likely to experience bullying and more likely to engage positively in school activities (Kosciw et al., 2020). This support is especially critical given that 38% of transgender and nonbinary youth find their home to be gender-affirming (Nath et al., 2025). Yet, in a study by Williamson & Sandford (2018), 92% of trans participants reported that their PE teachers did not intervene in the face of transphobic behaviour, and 75% felt that teachers failed to address abuse from peers—highlighting the urgent need for inclusive training and active allyship in PE spaces.
Conclusion
PE should be a space where all students feel safe, respected, and free to express themselves—without fear of judgment or harm. For transgender and non-binary youth, this requires a collective commitment to rethinking how we design and deliver physical education. By moving away from binary structures, offering meaningful choices, and showing up as allies, educators can create classrooms where every student—regardless of gender—can thrive.
References
Berg, P., & Kokkonen, M. (2021). Heteronormativity meets queering in physical education: The views of PE teachers and LGBTIQ+ students. Physical Education and Sport Pedagogy, 27(4), 368–381. https://doi.org/10.1080/17408989.2021.1891213
Clark, C. M., & Kosciw, J. G. (2022). Engaged or excluded: LGBTQ youth's participation in school sports and their relationship to psychological well-being. Psychology in the Schools, 59(1), 95–114. https://doi.org/10.1002/pits.22500
Devís-Devís, J., Pereira-García, S., López-Cañada, E., Valencia-Peris, A., & Pérez-Samaniego, V. (2018). Physical education demands a lot of your gender identity because you show yourself in motion: Transgender students' experiences in physical education. International Journal of Physical Education, 55(1), 28–39.
Devís-Devís, J., Pereira-García, S., López-Cañada, E., Valencia-Peris, A., & Pérez-Samaniego, V. (2022). Binary and non-binary trans students’ experiences in physical education: A systematic review. European Physical Education Review, 28(3), 474–495. https://doi.org/10.1177/1356336X211039592
Forestier, A., & Larsson, H. (2023). Choreographing gender: Masculine domination and heteronormativity in physical education. Sport, Education and Society, 28(2), 132–143. https://doi.org/10.1080/13573322.2023.1996099
Kettley-Linsell, H., Sandford, R., & Coates, J. (2024). ‘Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education. Gender and Education, 36(5), 453–469. https://doi.org/10.1080/09540253.2024.2358194
López-Cañada, E., Devis-Devís, J., Pereira-García, S., Valencia-Peris, A., Fuentes-Miguel, J., & Pérez-Samaniego, V. (2021). Socio-ecological analysis of trans people's participation in physical activity and sport. International Review for the Sociology of Sport, 56(1), 62–80. https://doi.org/10.1177/1012690219887174
Meadows, E. S. (2021). Let them play: A case for transgender athlete inclusion in international schools. The EARCOS Triannual Journal, Winter 2021, 28–30.
Nath, R., Matthews, D., Hobaica, S., Eden, T. M., Taylor, A. B., DeChants, J. P., & Suffredini, K. (2025). 2024 U.S. National Survey on the Mental Health of LGBTQ+ Young People by State. The Trevor Project. https://www.thetrevorproject.org/survey-2024-by-state/
Sáenz-Macana, A. M., Pereira-García, S., Gil-Quintana, J., & Devís-Devís, J. (2024). Binary and non-binary trans students’ experiences in physical education: A systematic review. European Physical Education Review, 30(2), 301–319. https://doi.org/10.1177/1356336X231190273
Sykes, H. (2009). The qBody project: From lesbians in physical education to queer bodies in/out of school. Journal of Lesbian Studies, 13(3), 238–254. https://doi.org/10.1080/10894160802278296
Williamson, I., & Sandford, R. (2018). “School is already difficult enough...”: Examining transgender issues in physical education. Sport, Education and Society, 23(6), 522–536. https://doi.org/10.1080/13573322.2018.1495981
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