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Exploring Transgender and Nonbinary People's Experiences of Cisnormative Physical Education at Secondary School.

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Title: Exploring Transgender and Nonbinary People's Experiences of Cisnormative Physical Education at Secondary School.
Authors: Wilkin, Jack1 (AUTHOR), Whigham, Stuart2 (AUTHOR), Wilmut, Kate1 (AUTHOR) k.wilmut@brookes.ac.uk
Source: Journal of Teaching in Physical Education. Jul2026, Vol. 45 Issue 3, p1-10. 10p.
Subject Terms: *Physical education, *Secondary schools, *Educational equalization, *Gender studies, Nonbinary people, Binary gender system, Normativity (Ethics), Physical activity
Abstract: Purpose: There is emerging evidence that physical education (PE) can be a negative experience for transgender and nonbinary people; however, it is unclear whether this impacts levels of physical activity in adulthood. Method: Forty-two transgender and nonbinary participants completed an online survey about their experience of PE at secondary school and current levels of physical activity. Results: Most participants had negative experiences of PE. Changing rooms were a particular challenge but views differed as to the preferred solution. Factors relating to enjoyment, included participant's feelings of competence, safety, and physical comfort. Physical comfort was significantly correlated with current levels of physical activity. Conclusions: We conclude that cisnormative sex-separated model of PE, based on binary gender organization, negatively impacts trans and nonbinary students. In addition to rethinking this model and creating an inclusive environment, it is important that school policy is adapted to support individual trans and nonbinary students. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: There is emerging evidence that physical education (PE) can be a negative experience for transgender and nonbinary people; however, it is unclear whether this impacts levels of physical activity in adulthood. Method: Forty-two transgender and nonbinary participants completed an online survey about their experience of PE at secondary school and current levels of physical activity. Results: Most participants had negative experiences of PE. Changing rooms were a particular challenge but views differed as to the preferred solution. Factors relating to enjoyment, included participant's feelings of competence, safety, and physical comfort. Physical comfort was significantly correlated with current levels of physical activity. Conclusions: We conclude that cisnormative sex-separated model of PE, based on binary gender organization, negatively impacts trans and nonbinary students. In addition to rethinking this model and creating an inclusive environment, it is important that school policy is adapted to support individual trans and nonbinary students. [ABSTRACT FROM AUTHOR]
ISSN:02735024
DOI:10.1123/jtpe.2025-0032