The perspectives, experiences and perceived impacts of social and school policies in relation to the inclusion or marginalisation of gender minority s

拟议的项目将探讨政府和学校政策如何安排学校接纳或边缘化少数性别学生，以及随后对他们心理健康的影响。越来越多的文献表明，性别少数群体(性别认同与出生时分配给他们的性别不同的人)报告的心理健康问题比他们的顺性同龄人(他们的身份对应于出生时分配的性别)更多。威尔士政府致力于通过《未来世代法案》减少年轻人之间的健康不平等，并发布了有关学校做法和有关外表、厕所和反欺凌战略的法规的法定指导意见。采用混合方法，该项目将利用对威尔士政府的访谈、大型学校健康研究网络调查(13.4万名受访者)和对两所中学的深入定性案例研究，探讨政策的形成以及执行和效力。

The proposed project will explore how government and school policies structure the inclusion or marginalisation of gender minority students in schools, and the subsequent influence on their mental health. A growing body of literature shows how gender minorities (people whose gender identity differs from the sex assigned to them at birth) report more mental health problems than their cisgender peers (whose identity corresponding to sex assigned at birth). The Welsh government has committed to reducing health inequalities among young people through the Future Generations Act and has released statutory guidance on relevant school practices and regulations regarding appearance, toilets and anti-bullying strategies. Using a mixed-method approach, the project will explore both policy formation as well as implementation and effectiveness drawing on interviews with Welsh Government, the large School Health Research Network survey (134,000 respondents) and in-depth qualitative case study of two secondary schools.