“Bridging the Gap”: School Nurse Experiences Providing Care for Transgender and Gender Diverse Students and Their Parents/Guardians

Tammy Neiman; Laurie Sieve; Louise Stenberg; Nicole Molesky; G. Nic Rider

doi:10.1177/10598405211025442

“Bridging the Gap”: School Nurse Experiences Providing Care for Transgender and Gender Diverse Students and Their Parents/Guardians

Tammy Neiman
, Laurie Sieve
, Louise Stenberg
, Nicole Molesky
, G. Nic Rider

Family Medicine and Community Health (Twin Cities)

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

School systems are often not set up to support transgender and gender diverse (TGD) students, which results in unsafe and unsupportive environments and other institutional barriers to helping TGD students thrive. An important factor to students' feeling safe and supported in schools may be their relationship with school nurses. The purpose of this study was to describe school nurses' experiences working with TGD students and their parents/guardians, their role in working with this community, and the challenges nurses face when trying to serve TGD students. Semistructured interviews were conducted with 23 school nurses across a Midwestern state. Thematic analysis was used to identify themes: gender-affirming education and interpersonal collaboration, bridging the gap between TGD youth and parents/guardians, gender-affirming care and confidentiality, and navigating parental acceptance and gender-affirmation. School nurses expressed a strong desire to support TGD students but lack the structure and training within schools.

Original language	English (US)
Pages (from-to)	377-384
Number of pages	8
Journal	Journal of School Nursing
Volume	39
Issue number	5
DOIs	https://doi.org/10.1177/10598405211025442
State	Published - Oct 2023

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the GHR Innovative Scholarship Grant and the Glen Taylor Nursing Institute for Family and Society.

Publisher Copyright:
© The Author(s) 2021.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 5 Gender Equality

Keywords

adolescence
family
gender
nursing education
qualitative research

PubMed: MeSH publication types

Journal Article

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10.1177/10598405211025442

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title = "{\textquotedblleft}Bridging the Gap{\textquotedblright}: School Nurse Experiences Providing Care for Transgender and Gender Diverse Students and Their Parents/Guardians",

abstract = "School systems are often not set up to support transgender and gender diverse (TGD) students, which results in unsafe and unsupportive environments and other institutional barriers to helping TGD students thrive. An important factor to students' feeling safe and supported in schools may be their relationship with school nurses. The purpose of this study was to describe school nurses' experiences working with TGD students and their parents/guardians, their role in working with this community, and the challenges nurses face when trying to serve TGD students. Semistructured interviews were conducted with 23 school nurses across a Midwestern state. Thematic analysis was used to identify themes: gender-affirming education and interpersonal collaboration, bridging the gap between TGD youth and parents/guardians, gender-affirming care and confidentiality, and navigating parental acceptance and gender-affirmation. School nurses expressed a strong desire to support TGD students but lack the structure and training within schools.",

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author = "Tammy Neiman and Laurie Sieve and Louise Stenberg and Nicole Molesky and \{Nic Rider\}, G.",

note = "Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the GHR Innovative Scholarship Grant and the Glen Taylor Nursing Institute for Family and Society. Publisher Copyright: {\textcopyright} The Author(s) 2021.",

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AU - Nic Rider, G.

N1 - Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the GHR Innovative Scholarship Grant and the Glen Taylor Nursing Institute for Family and Society. Publisher Copyright: © The Author(s) 2021.

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AB - School systems are often not set up to support transgender and gender diverse (TGD) students, which results in unsafe and unsupportive environments and other institutional barriers to helping TGD students thrive. An important factor to students' feeling safe and supported in schools may be their relationship with school nurses. The purpose of this study was to describe school nurses' experiences working with TGD students and their parents/guardians, their role in working with this community, and the challenges nurses face when trying to serve TGD students. Semistructured interviews were conducted with 23 school nurses across a Midwestern state. Thematic analysis was used to identify themes: gender-affirming education and interpersonal collaboration, bridging the gap between TGD youth and parents/guardians, gender-affirming care and confidentiality, and navigating parental acceptance and gender-affirmation. School nurses expressed a strong desire to support TGD students but lack the structure and training within schools.

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“Bridging the Gap”: School Nurse Experiences Providing Care for Transgender and Gender Diverse Students and Their Parents/Guardians

Abstract

Bibliographical note

UN SDGs

Keywords

PubMed: MeSH publication types

Publisher link

Find It

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