'One of them is the way I think, the other is the way I am': the lived educational experiences of autistic trans and nonbinary students in the Republic of Ireland.
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| Title: | 'One of them is the way I think, the other is the way I am': the lived educational experiences of autistic trans and nonbinary students in the Republic of Ireland. |
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| Authors: | Green, Maggie1 (AUTHOR) maggie.green@atu.ie, Kenny, Neil2 (AUTHOR), Kavanagh, Anne Marie3 (AUTHOR) |
| Source: | Irish Educational Studies. Dec2025, Vol. 44 Issue 4, p579-600. 22p. |
| Subject Terms: | *Autism, *Learning, *Ableism, *Students, Nonbinary people, Inclusion (Disability rights), Irish history, Transgender people |
| Geographic Terms: | Ireland |
| Abstract: | This article explores the experiences of autistic trans and nonbinary students across educational contexts in Ireland. Semi-structured phenomenological interviews were conducted with adult participants (n = 4) regarding their experiences within education. The interviews were analysed using Interpretative Phenomenological Analysis (IPA). Findings underscore the central role of school culture in creating relational dynamics which either facilitate or hinder the inclusion process. Findings show that despite inclusive approaches in schools, ableist and transphobic norms persist, undermining genuine inclusion. Microaggressions and tokenistic gestures reflect a superficial engagement with autistic trans and nonbinary students. Findings also show that curricula, through omission and lack of representation, perpetuate ableist and transphobic norms. This study, the first of its kind in Ireland, demonstrates that authentic inclusion requires a paradigm shift involving significant cultural changes to actively challenge ableism and transphobia. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article explores the experiences of autistic trans and nonbinary students across educational contexts in Ireland. Semi-structured phenomenological interviews were conducted with adult participants (n = 4) regarding their experiences within education. The interviews were analysed using Interpretative Phenomenological Analysis (IPA). Findings underscore the central role of school culture in creating relational dynamics which either facilitate or hinder the inclusion process. Findings show that despite inclusive approaches in schools, ableist and transphobic norms persist, undermining genuine inclusion. Microaggressions and tokenistic gestures reflect a superficial engagement with autistic trans and nonbinary students. Findings also show that curricula, through omission and lack of representation, perpetuate ableist and transphobic norms. This study, the first of its kind in Ireland, demonstrates that authentic inclusion requires a paradigm shift involving significant cultural changes to actively challenge ableism and transphobia. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03323315 |
| DOI: | 10.1080/03323315.2025.2561631 |
