Annette Brömdal

1. Transgender (hereon trans) people and people with innate variations of sex characteristics (hereon IVSC or intersex1) within prison systems are recognized as being at a high risk of harm due to ...

Trans, gender-diverse, and non-binary (TGN) adults in the United States experience disproportionately high rates of psychological distress, suicidal ideation and suicide attempts compared to their ...

Transgender, gender-diverse, and non-binary (respectfully trans herein) people in Australia are classified as a “priority population” under The National Mental Health and Suicide Prevention Agreeme...

Trans individuals have been designated as a “priority population” by governmental and intergovernmental bodies in relation to various health equity and promotion initiatives, primarily due to their...

Bisexual and pansexual students' self‐reported wellbeing and perceptions of school culture are influenced by the knowledge and dispositions of school caring professionals; however, synthesised research on this topic remains limited. This scoping review (ScR) consolidates empirical literature exploring the knowledge and dispositions of school caring professionals towards bisexual and pansexual (also known as plurisexual) students. This scoping review employed the Joanna Briggs Institute manual for evidence synthesis and the PRISMA‐ScR guidelines. Seven databases were used, with literature searched on 4 July 2025. Included articles were assessed against predetermined inclusion/exclusion criteria. The studies were empirical, peer‐reviewed, published in English, full‐text available online, with no geographical or time limitations, and responding to the research question. Collected data were meta‐synthesised using a modified and dynamic three‐level socio‐ecological model, with thematic analysis within the three levels. Seven articles were included in the final meta‐synthesis, with four being qualitative in nature, one cross‐sectional, one multi‐case study and one using a mixed‐methods design, across five counties, published from 2014 to 2023. Findings, in the main, categorise school caring professionals' knowledge and dispositions inform structural, interpersonal and individual barriers to optimal learning environments for bisexual and pansexual students. Findings highlight persistent bisexual/pansexual erasure by school caring professionals, underscoring the need for enhanced education and policy reform. The results also underscore the need for further research exploring the benefits of school caring professionals engaging in bisexual/pansexual‐affirming training, including longitudinal research to evaluate the efficacy of bisexual/pansexual‐affirming policies and professional development programmes. Context and implications: Rationale for this study: Despite international human rights obligations mandating inclusive education, bisexual and pansexual students experience systemic exclusion, reflecting persistent gaps in school caring professionals' knowledge and dispositions. Why the new findings matter: The findings matter as they reveal how school caring professionals' knowledge and dispositions directly shape bisexual and pansexual students' safety, inclusion, wellbeing and educational engagement. Implications for educational researchers and policy makers: Review findings highlight important implications for school caring professionals, policy makers and researchers across structural, interpersonal and individual domains within schools. Limited educator knowledge, heteronormative/monosexist assumptions and exclusionary school cultures contributed to students' experiences of invisibility, invalidation, bullying and reduced school belonging. School caring professionals play a central role in shaping affirming or exclusionary educational environments through their pedagogical practices, relational interactions and responses to sexual diversity. These findings emphasise the need for comprehensive and reflexive professional learning, plurisexual‐inclusive curricula and whole‐school approaches, while highlighting opportunities for research examining effective strategies for fostering inclusion and belonging for bisexual and pansexual students.

Individuals with innate variations of sex characteristics (hereafter IVSC, also known as intersex variations or traits) have physical sex characteristics that do not align with ‘typical’ medical or...

Current literature highlights the need for educational settings to be safe, inclusive, and affirming learning environments for learners with innate variations of sex characteristics (IVSCs) to ensure optimal educational experiences and outcomes; however, the research metasynthesizing the existing limited research is lacking. This scoping review brings together existing literature and highlights recommended IVSC-inclusive interventions, support mechanisms, and protective factors needed to support and promote optimal educational experiences, outcomes, health, and well-being. The findings from the 20 articles highlight the detrimental and harmful effects “invisibility” and “endosexim” play in the lives of people with IVSCs in educational settings across the world, and on their educational outcomes. In the limited research, people with IVSCs, parents of students with IVSCs, human rights and IVSC advocates, and scholars stress the need for educational settings to promote inclusive, affirming, humane, safe, and educationally relevant learning environments for people with IVSCs, reflective of human rights and antidiscrimination legislation.

While there are many approaches in the use of narratives for children and young people as symbolic forms of real-life education, this article specifically investigates the use of narratives as a public health communication and intervention strategy for young people. This strategy foregrounds imaginative stories based on health education messaging that are told from patient perspectives. Through a thematic analysis of 57 research articles, the article explores the themes and discursive strategies of narrative-based health communication, including digital storytelling, in supporting young people to develop coping and resilience skills. The article identifies five interrelated themes, revealing that narratives are not only effective tools for conveying health information but also foster psychosocial support, patient empowerment, and social connection. Such narratives serve as tools for facilitating change and informing decision-making across various stages of health engagement, including prevention, promotion, and management of chronic conditions. These narratives are socially transformative: in assisting young people; they also educate clinical professionals and organizations and thereby inform public health practice at large. In this way the article both consolidates and clarifies the field of literature concerned with the use of story as a health communication strategy for children and young people.