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'A World of Trans Vibrance and Trans Liberation': How Schools Support Trans Educators

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Title: 'A World of Trans Vibrance and Trans Liberation': How Schools Support Trans Educators
Language: English
Authors: Lee Iskander (ORCID 0000-0002-7806-5344), Christina Cook, Harper Benjamin Keenan, Mollie McQuillan (ORCID 0000-0002-2522-3871), Mario I. Suárez (ORCID 0000-0001-6008-1664)
Source: Journal of Educational Administration. 2026 64(2):262-275.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Transgender People, Minority Group Teachers, Teaching Conditions, Foreign Countries, Inclusion, Teacher Administrator Relationship, Gender Issues, Teacher Persistence, Job Satisfaction, Teaching Experience
Geographic Terms: Canada, United States
DOI: 10.1108/JEA-01-2025-0028
ISSN: 0957-8234
1758-7395
Abstract: Purpose: Research indicates that trans people are at a high risk of experiencing harm in school environments. At the same time, scholars and activists have urged for a renewed focus on "trans joy" in the face of increasing transphobic backlash to humanize and present more positive narratives of trans life. Drawing upon three case studies of trans educators who felt supported in their transness in their schools, this paper describes how school leaders, peers and structures contributed to positive workplace experiences for trans school workers. We also discuss how these factors influence employment decisions. Design/methodology/approach: We use close reading and flexible coding to analyse three in-depth interviews representing outlier cases from a more extensive mixed-methods study with trans school workers in Canada and the United States about their working conditions, job satisfaction and well-being. These cases were chosen because participants described overwhelmingly positive experiences in locations, policy contexts or types of schools we did not anticipate would likely support such experiences. Findings: We identified three key factors that led to positive experiences for these workers: autonomy and support, belongingness and an institutional valuing of trans people and trans pedagogies. Notably, we also found that participants anticipated negative experiences in schools related to being trans and that this impacted their career choices. Originality/value: Our findings extend and enrich research on gender-inclusive leadership by demonstrating how trans educators experience gender-inclusivity, which may not always overlap with gender-inclusivity efforts targeting students. This is an original contribution, as existing studies focus on how administrators understand gender-inclusivity or how such leadership has been experienced by trans students or parents of trans students. This study also contributes to the small but emerging literature on trans and gender nonconforming educators, who remain under-represented in teaching and leadership, and the scholarship concerning the complexities involved in centring trans joy over other narratives.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507782
Database: ERIC
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  Data: 'A World of Trans Vibrance and Trans Liberation': How Schools Support Trans Educators
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lee+Iskander%22">Lee Iskander</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7806-5344">0000-0002-7806-5344</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christina+Cook%22">Christina Cook</searchLink><br /><searchLink fieldCode="AR" term="%22Harper+Benjamin+Keenan%22">Harper Benjamin Keenan</searchLink><br /><searchLink fieldCode="AR" term="%22Mollie+McQuillan%22">Mollie McQuillan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2522-3871">0000-0002-2522-3871</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mario+I%2E+Suárez%22">Mario I. Suárez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6008-1664">0000-0001-6008-1664</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2026 64(2):262-275.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Transgender+People%22">Transgender People</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1108/JEA-01-2025-0028
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0957-8234<br />1758-7395
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Research indicates that trans people are at a high risk of experiencing harm in school environments. At the same time, scholars and activists have urged for a renewed focus on "trans joy" in the face of increasing transphobic backlash to humanize and present more positive narratives of trans life. Drawing upon three case studies of trans educators who felt supported in their transness in their schools, this paper describes how school leaders, peers and structures contributed to positive workplace experiences for trans school workers. We also discuss how these factors influence employment decisions. Design/methodology/approach: We use close reading and flexible coding to analyse three in-depth interviews representing outlier cases from a more extensive mixed-methods study with trans school workers in Canada and the United States about their working conditions, job satisfaction and well-being. These cases were chosen because participants described overwhelmingly positive experiences in locations, policy contexts or types of schools we did not anticipate would likely support such experiences. Findings: We identified three key factors that led to positive experiences for these workers: autonomy and support, belongingness and an institutional valuing of trans people and trans pedagogies. Notably, we also found that participants anticipated negative experiences in schools related to being trans and that this impacted their career choices. Originality/value: Our findings extend and enrich research on gender-inclusive leadership by demonstrating how trans educators experience gender-inclusivity, which may not always overlap with gender-inclusivity efforts targeting students. This is an original contribution, as existing studies focus on how administrators understand gender-inclusivity or how such leadership has been experienced by trans students or parents of trans students. This study also contributes to the small but emerging literature on trans and gender nonconforming educators, who remain under-represented in teaching and leadership, and the scholarship concerning the complexities involved in centring trans joy over other narratives.
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        Value: 10.1108/JEA-01-2025-0028
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      – Text: English
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      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Inclusion
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      – SubjectFull: Gender Issues
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