Helping Double Rainbows Shine: How Formal and Informal School Structures Support Gender Diverse Youth on the Autism Spectrum

Abstract

Ten adolescents (14 through 19 years old) diagnosed with autism spectrum disorder (ASD) who identify as transgender/gender diverse were interviewed to better understand their perceptions and interpretations of school experiences as part of a basic qualitative study. Participants were asked to reflect on what helped them feel safe and supported in terms of their gender identity at school, what led them to feel unsafe and unsupported, and what they thought could be put in place to better support their gender identities.