This article examines the intersection of lived experience and equality policy in UK Higher Education (HE), focusing on trans students’ experiences of planning for and applying to University. The research is based on participatory research with an lesbian, gay, bisexual, transgender, queer / questioning (LGBTQ+) youth project in Brighton, UK. We frame the relationship between trans identities and equalities in education in terms of liveability. The article contributes to gender and education research by foregrounding the experience of trans students on the cusp of entering HE, illustrating how they navigate challenges around environment, bureaucracy and policy.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Sussex Learning Network.
© The Author(s) 2022.
- higher education