Discriminatory School Policies Linked to Higher Absenteeism Among Transgender and Gender-Expansive Students

A new joint report by Glisten and The Trevor Project reveals that more than half (56 %) of transgender, nonbinary, and gender-expansive students attend schools with at least one policy that discriminates against them. The hostile environment translates into attendance problems: nearly one-third of respondents said they had missed school recently because they feared for their safety, and 9 % reported leaving school altogether.

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• Bathroom and locker-room restrictions: 41 % of students were barred from using a bathroom that matches their gender identity, and 38 % faced locker-room limitations.

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• Sports and name usage: 33 % could not join sports teams aligned with their gender, while more than 25 % were prevented from using their chosen name or pronouns.

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• Chronic absenteeism: One-quarter of students missed at least 16 days in the school year—the threshold the report uses for chronic absenteeism. Glisten’s survey adds that 32 % missed school in the prior month because they felt unsafe.

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• Supportive educators: Although 97 % reported at least one supportive teacher, only 30 % encountered positive classroom representation of LGBTQ + people or issues.

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The report highlights that the problem is especially acute for students of color: 80 % of Black, Indigenous, and People of Color (BIPOC) respondents reported harassment or assault linked to race, ethnicity, sexual orientation, gender identity, or expression. These students also showed higher rates of absenteeism, underscoring intersecting vulnerabilities.

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Derrick Matthews, director of research science at The Trevor Project, emphasizes that school environments can shape whether transgender and nonbinary students thrive or struggle, and that modest, targeted actions can significantly improve outcomes.

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• “This new research shows us that school environments can play a powerful role in determining whether transgender and nonbinary students thrive or struggle at school,” — Derrick Matthews, The Trevor Project’s director of research science

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• “Taking small but meaningful actions to support them at school can make a world of difference,” — Derrick Matthews, The Trevor Project’s director of research science

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