A new national analysis finds that transgender, nonbinary and gender-expansive students continue to face widespread discrimination and safety concerns at school, even as supportive teachers, LGBTQ+ peers and inclusive classroom environments are associated with stronger feelings of belonging and higher academic performance.
The report, School Experiences and Outcomes Among Transgender, Nonbinary, and Gender-Expansive Young People, combines findings from The Trevor Project’s 2025 U.S. National Survey on the Mental Health of LGBTQ+ Young People and Glisten’s 2025 National School Climate Survey.
Among the most significant findings, 56% of transgender, nonbinary and gender-expansive, or TGE, students surveyed by The Trevor Project said their school had at least one discriminatory policy or practice targeting LGBTQ+ students.
Restrictions involving gendered facilities were among the most frequently reported. About 41% said they were prohibited from using a bathroom matching their gender, while 38% reported being prevented from using a locker room matching their gender. One-third said they could not participate on a sports team aligned with their gender.
Students also reported restrictions involving names, pronouns, clothing and classroom discussions of LGBTQ+ topics.
The report found that these experiences can affect students' ability to attend school consistently. Twenty-five percent of TGE students reported missing at least 16 days during the 2024-25 school year, a level classified as chronic absenteeism.
Safety concerns were another major factor. In Glisten's survey, nearly one-third of TGE students — 32% — said they had missed at least one day of school during the previous month because they felt unsafe at school or while traveling to school.
Negative experiences were widespread. Sixty-one percent of TGE students in The Trevor Project survey said they had experienced at least one negative event at school during the previous year. Verbal harassment related to being LGBTQ+ was the most commonly reported experience, affecting 49% of respondents.
Yet the report also highlights the significant role that supportive school communities can play.
Nearly all TGE students surveyed by Glisten — 97% — said they had at least one supportive educator at their school. Students who reported larger numbers of supportive educators also reported stronger feelings of belonging.
Academic outcomes showed a similar pattern. Students with 11 or more supportive educators reported an estimated average GPA of 3.42, compared with 3.20 among students who reported zero to five supportive educators.
Positive representation in the classroom was also associated with stronger outcomes. Students who encountered positive depictions of LGBTQ+ people, issues or topics in at least one class reported an estimated GPA of 3.42, compared with 3.29 among students who reported no such depictions.
Students connected to LGBTQ+ peers also reported greater belonging and somewhat higher estimated GPAs than those with little or no connection to LGBTQ+ students.
Despite the challenges they face, TGE students also reported substantial levels of activism and advocacy. More than half — 51% — said they had led at least one activism activity. Among TGE students of color, 75% had participated in or led activism activities such as organizing events, speaking at public meetings or serving on school boards, committees or advisory groups.
Students who participated in focus groups described several factors that made school feel safer and more welcoming, including supportive friends, accepting teachers, LGBTQ+ clubs, correct use of names and pronouns, inclusive classroom materials and adults willing to intervene when harassment occurs.
For some students, simply having access to other LGBTQ+ young people made a significant difference.
The report's authors argue that schools can improve conditions for TGE students by adopting policies that affirm students' names and pronouns, allowing access to facilities and activities consistent with their gender, addressing anti-LGBTQ+ harassment and providing inclusive learning materials.
The findings also emphasize that students themselves should have a voice in decisions affecting their education and school climate.
The overall picture presented by the two surveys is mixed: TGE students continue to encounter discrimination, harassment and safety concerns, but supportive educators, inclusive policies, positive representation and connections with LGBTQ+ peers are associated with greater belonging and stronger academic outcomes.
The report concludes that improving school environments will require both reducing discriminatory experiences and expanding the sources of support that allow transgender, nonbinary and gender-expansive students to feel safe, participate fully and succeed in school.
