Content Analysis of U.S. State-Level Legislation Impacting Gender-Affirming Practice in Schools

Authors

Ashton Keys, University of Central FloridaFollow
Isabel C. Farrell, Wake Forest UniversityFollow
Amanda DeDiego, University of WyomingFollow
Caroline Schreder, Wake Forest UniversityFollow
Kyle Neal, Wake Forest UniversityFollow
Whitney White, Capella UniversityFollow

Association Membership

NO

DOI

10.34296/06012012

Abstract

In recent years, there has been an increase in legislation that limits access to resources and affirming environments for LGBTQ+ individuals in the United States. This research aimed to identify trends in legislation at the state level impacting gender-affirming school counseling services in the United States. This study represents a content analysis of 225 pieces of state-level legislation from 2023 affecting LGBTQ+ youth in schools. Legislation largely created limitations on use of affirming pronouns for youth in school, availability of appropriate restrooms and changing facilities for transgender and gender expansive youth, and curriculum in schools addressing gender and sexuality.

Recommended Citation

Keys, A., Farrell, I. C., DeDiego, A., Schreder, C., Neal, K., & White, W. (2025). Content Analysis of U.S. State-Level Legislation Impacting Gender-Affirming Practice in Schools. Journal of Counseling Sexology & Sexual Wellness: Research, Practice, and Education, 6 (1). https://doi.org/10.34296/06012012