Education needs of families of people who are transgender in Ireland: A consultation needs analysis within a PhD study

Background/Aim: Research has shown the critical importance of accurate and accessible education for families of people who are transgender; however, little is known regarding the education needs of families of people who are... [ view full abstract ]

Background/Aim: Research has shown the critical importance of accurate and accessible education for families of people who are transgender; however, little is known regarding the education needs of families of people who are transgender in an Irish context. Therefore, the aim of this phase of the PhD study was to conduct a needs analysis consultation in order to identify key areas for consideration in the development of the education programme for families of people who are transgender in the Republic of Ireland. This phase of the study is within a larger PhD study which aims to identify the education needs of families of people who are transgender and how best to address these needs.

Methods: This study is guided by Community Based Participatory Research , which emphasises partnerships with key stakeholders in the community and their participation throughout the research process. Led by this approach, the consultation relied on 3 sub-phases: needs analysis interviews; content surveys; and formative evaluation interviews with key stakeholders, including professionals, family members, and transgender young people. Participants were recruited via gatekeepers in TENI and BeLonG To. All data were thematically analysed. Ethical approval to conduct the study was granted by the authors’ institution.

Findings: The findings illustrated the challenges transgender people and their family members may face and how this can be compounded by a lack of support and education. In terms of developing an education programme, participants recommended a positive and hopeful approach to the education programme that introduced basic concepts to families in an online format with accessible content. The survey participants identified a number of key areas of educational concern for families. All of the stakeholders were supportive of the development of an educational programme for families of people who are transgender.

Conclusions and Implications: These findings substantiate the need for accurate and accessible education for families of people who are transgender. They also provide evidence of the unique needs of families of people who are transgender in the Irish context. The findings have proven crucial in the ongoing development of the education programme and the overall PhD study.