# School Climate, Absenteeism and School Transfer Due to Transphobic Bullying in Transgender And Non‐Binary Youth

## TL;DR

This study explores how transphobic bullying affects transgender and non-binary youth in Brazil, showing high rates of absenteeism and school transfers due to poor school climates.

## Contribution

The study provides novel insights into the relationship between school climate and school disruption among transgender and non-binary youth in Brazil.

## Key findings

- Over 45% of participants reported prolonged absences due to transphobic bullying.
- More than half of the participants wanted to change schools because of bullying.
- Higher peer and teacher support correlates with increased school connectedness and safety.

## Abstract

This study investigates the critical role of school climate in relation to absenteeism and school transfer due to transphobic bullying among transgender and gender non‐binary youth in Brazil, a context where research on this population is scarce. School climate, characterized by feelings of belonging, safety, and positive relationships, has been shown to significantly impact academic outcomes and overall well‐being. Understanding these dynamics is crucial to supporting transgender and gender non‐binary students, who often face unique challenges in educational settings.

A total of 293 Brazilian transgender and gender non‐binary youth, with a mean age of 18.71 years (ranging from 13 to 25 years) participated in the study. Gender identities comprised 45.02% transgender girls, 22.34% transgender boys, and 32.65% non‐binary individuals, 58.87% White and 41.13% Non‐White. Measures included assessments of school connectedness, school safety, and experiences with transphobic bullying.

High rates of school disruption were prevalent; 45.4% of participants reported prolonged absences of more than two consecutive weeks, and over half (55.6%) had wanted to change schools due to transphobic bullying. Students in post‐high school settings reported statistically significantly higher levels of school connectedness and perceived safety compared to students in high school. However, perceived safety in gender‐segregated spaces, such as washrooms and changing rooms, was critically low for both groups. Furthermore, higher perceived support for gender affirmation from peers and teachers was strongly and positively correlated with increased school connectedness and safety across all contexts.

Low school connectedness and safety are significant risk factors for school disruption among Brazilian transgender and non‐binary youth. The transition from high school to post‐secondary education is associated with an improved school climate, yet critical safety issues in specific areas persist across all educational levels. These findings underscore the urgent need for targeted interventions in Brazilian schools—particularly within secondary education—to foster supportive, gender‐affirming relationships and implement policies.