Sex education and transgender youth: ‘Trust Means Material By and For Queer and Trans People’

Nova J. Bradford, James DeWitt, Jilyan Decker, Dianne R Berg, Katherine G Spencer, Michael W Ross

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


The sex education made available to transgender youth has rarely been studied empirically. In this study, we sought to explore the sex education experiences of transgender young people and summarise their recommendations for transgender-inclusive curricula. Qualitative data from 14 transgender youth in the upper-Midwest USA were collected by means of an online questionnaire and group interview. Data was analysed using a consensual qualitative approach. Three themes emerged: (1) sources and reactions to sex education, (2) the importance of trust, and (3) missing information and recommendations. Sources and reactions to sex education included sexual health information sources and the strategies participants employed to supplement the sex education they received. Trust included trustworthy information sources and strong qualities of sexual health resources. Missing information and recommendations included unmet sex education needs, including the scope of information and from whom the information is delivered. Findings suggest that important curricular considerations include the diversity of content, but also the diversity of voices delivering it.

Original languageEnglish (US)
Pages (from-to)84-98
Number of pages15
JournalSex Education
Issue number1
StatePublished - Jan 2 2019

Bibliographical note

Funding Information:
This study was funded by the Joycelyn Elders Chair of Sexual Health Education, Program in Human Sexuality, University of Minnesota Medical School.

Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.


  • Transgender
  • USA
  • adolescence
  • experiences
  • sex education
  • young people


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