TransEDU Research
TransEDU brings together empirical research on the experiences, barriers and support needs of trans, non‑binary and gender diverse people across further and higher education, and within the wider UK research and innovation sector. This section provides an overview of our research projects to date, each of which examines inclusion, participation and the conditions that enable people to thrive in educational and research environments.
Our work spans applicants, students, staff, postgraduate researchers and academics, using mixed‑method approaches to build an evidence base that informs institutional practice, policy and sector development.
Phase 1: TransEDU Scotland (2016–2018)
A study of trans and gender diverse applicants, students and staff across Scottish FE and HE.
Purpose
TransEDU Scotland established the first Scotland‑wide evidence base on the experiences of trans and gender diverse people in colleges and universities. It aimed to identify barriers in learning and work, assess current institutional practice, and generate practical recommendations for supporting staff and students.
Methods at a glance
- Online survey with 157 participants across 28 HE/FE institutions.
- In‑depth interviews with 20 applicants, students and staff.
- Documentary analysis and sector mapping of current provision and policies.
- Action research methodology to ensure iterative, practice‑focused outputs.
Key insights
- 86% of participants experienced barriers directly related to their gender identity, including peer relationships, misgendering, administrative processes, facilities access and learning environments.
- Nearly one quarter felt entirely unable to discuss issues related to their gender identity with their institution.
- High rates of course withdrawal were reported, driven predominantly by mental health challenges and hostile or exclusionary environments.
- Institutional systems and policies were often inconsistent, outdated or difficult to navigate, contributing to a sense of othering and reduced safety.
Click here to view the full TransEdu Scotland Report
Phase 2: TransEDU R&I (2025–2026)
An exploration of the experiences of gender diverse researchers across the UK research and innovation system.
Purpose
TransEDU R&I aimed to develop a deeper understanding of the barriers faced by trans, non‑binary and gender diverse researchers across the UK’s research and innovation system. Building on early indications from Phase 1, the project explored what limits or enables gender diverse researchers to participate fully in research and collaboration, and how these barriers might be mitigated to support sustainable research careers.
Methods at a glance
Mixed‑methods design combining:
- Survey (n=77) across disciplines and career stages.
- One‑to‑one interviews (n=11) for in‑depth exploration.
Thematic and descriptive analysis of quantitative and qualitative data.
Input and guidance from an advisory group of gender diverse researchers.
Key insights
- Researchers reported intensifying barriers linked to mobility, visibility and personal safety, heightened by the current legal and political climate.
- Mobility — typically essential for career progression — was curtailed due to safety concerns, NHS access, and international hostility.
- Visibility in academic networks, conferences and public engagement carried significant professional and personal risk.
- Institutional responses to recent legal changes varied widely, shaping whether individuals felt safe, supported or able to participate fully.
- Researchers demonstrated resilience through peer networks, protective strategies and adaptive career decisions
These findings help institutions understand where interventions are most urgently needed to support sustainable research careers for gender diverse researchers.
Click here to view the full TransEDU R&I Report
Using the menu on the left, you can read the Case Studies collected during the research, and the recommendations made by the TransEDU Scotland report.