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的政策如何构成学校对性别少数学生的包容或边缘化，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（其性别认同与出生时分配给他们的性别不同的人）比他们的顺性别同龄人（其性别认同与出生时分配给他们的性别相对应）报告了更多的心理健康问题。威尔士政府承诺通过《未来世代法》减少年轻人之间的健康不平等现象，并发布了有关学校做法和有关外表、厕所和反欺凌战略的规定的法定指导。该项目将采用混合方法，通过对威尔士政府的访谈、大型学校健康研究网络调查（134,000名受访者）和对两所中学的深入定性案例研究，探索政策的形成以及实施和有效性。

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.