Transgender, intersex and non-binary students in physical education: A systematic review of teachers’ perspectives

Abstract

Physical education (PE) teachers significantly shape trans*, inter* and non-binary (TIN*) students' experiences in PE, which are often described as negative. This review aimed to examine existing literature on PE teachers’ perspectives on TIN* students in school PE settings, encompassing studies published in English, Spanish and German up to June 2024. We conducted searches across the electronic databases ERIC, MEDLINE, SPORTDiscus, Scopus, Web of Science, BISp SURF and LILACS. Through a multi-stage selection process, articles were chosen based on the following criteria: (a) empirical, qualitative studies only; (b) peer-reviewed articles or defended academic theses only; (c) a focus on the perspectives of pre- or in-service teachers; (d) addressing non-cisgender and/or non-endosex students; (e) situated in the context of PE. Thematic synthesis of the nine selected articles resulted in five analytical themes: (1) the structural context; (2) teachers’ perceptions; (3) teachers’ gender competence; (4) teachers’ experiences; and (5) gender-inclusive teacher education. When discussed in relation to (post-)heteronormativity, the findings indicate that heteronormativity may be reproduced or challenged through teachers’ gender competence gained in teacher education, and influenced by teachers’ experiences of gender and PE, as well as contextual factors. The study highlights a need for specific, sustainable teacher education on gender diversity and inclusion, as part of a broader shift towards inclusivity in schools and teacher education.