Creating Safe Spaces: Insights from Transgender and Gender Diverse Youth

Abstract

Introduction: Transgender and gender diverse (TGD) individuals often face significant stigma, social exclusion, and discrimination due to transphobia (Cicero et al., 2017). TGD youth are particularly vulnerable, experiencing higher rates of homelessness, substance abuse, and high-risk behaviors compared to their peers (Rafferty et al., 2018). Research shows these experiences lead to severe physical and mental health consequences (Vigny-Pau et al., 2021; Abramovich et al., 2020), with TGD youth being 2 to 4 times more likely to have suicidal thoughts and 3 to 6 times more likely to attempt suicide (Vigny-Pau et al., 2021). These difficulties are further exacerbated by the systemic barriers that prevent TGD youth from accessing community resources.

Aims: This project employs a community-engaged approach to identify factors contributing to safe and affirming spaces for TGD youth.

Methods: Consistent with the McCain Model of Youth Engagement (Heffernan et al., 2017) to support meaningful TGD youth engagement and incorporate valued authentic TGD youth expertise, with our community partner, Skipping Stone Foundation, we employed various levels of youth involvement in the research process. Specifically, a TGD youth advisor as well as five TGD youth consultants assisted with the development and design of the research project. Based on this community engaged process, a 30 to 45-minute semi-structured qualitative interview was developed.

Through this qualitative interview, TGD participants (N= 40) ages 12 to 25 years were asked to describe the factors that contribute to safe and affirming spaces, in additional to other topics not discussed in the current poster. Transcript data were analyzed using a qualitative descriptive approach to identify codes and themes. The youth advisor and consultants were consulted during the coding process to ensure the themes identified were interpreted through a TGD lens. The research team used audit trailing (i.e., memos of decisions) and regular briefing meetings to increase the credibility, transferability, and dependability of findings by adhering to guidelines for the publication of qualitative studies (Nowell et al., 2017).

Results: A preliminary analyses of the qualitative data revealed four key themes based on TGD youth perspectives on safe and affirming spaces. The first theme involved Symbols of Affirmation, such as pride flags, posters, and resources being displayed in the space. The second theme involved, Actions of Affirmation, such as staff providing pronouns and asking for pronouns and preferred names, staff being educated on TGD issues and being willing to intervene when they see transphobia. The third theme involved, Respectful Interactions, such as TGD youth being treated “normally”, not being stared at, staff making an effort to engage, TGD youth feeling that they can express all of themselves. The final theme involved, Physical Safety, such as access to washrooms, accommodations for sensory difficulties, opportunity to speak to professionals without parents in the room.

Conclusions: Through our knowledge mobilization efforts, we hope to enhance community engaged service delivery for organizations that work with TGD youth in Canada. By

prioritizing TGD voices, we can create more inclusive environments that genuinely affirm their identities