Abstract
This study examined the impact of harassment and violence on the academic performance and learning experiences of transgender and LGBTQ students in non-affirming educational environments. To achieve the purpose of the study, the researcher developed five (5) objectives of the study, five (5) research questions and five (5) hypotheses that guided the study. This study adopts a mixed-method research design combining quantitative and qualitative approaches. The target population for this study comprises transgender and LGBTQ students currently enrolled in secondary schools. For the quantitative survey component, a sample size of approximately 200 transgender and LGBTQ students was targeted while for the qualitative component, 20–30 participants were selected for in-depth interviews or focus groups. Quantitative data was collected through an anonymous online survey comprising standardized measures of harassment and violence exposure, academic performance indicators while the qualitative data was gathered via semi-structured interviews or focus groups. Quantitative data were analyzed using descriptive statistics and regression analyses to examine relationships between harassment, academic performance, and psychosocial variables. Qualitative data was analyzed thematically. Based on the analysis, the findings of the study revealed that harassment and violence have negative impact on the academic performance and learning experiences of transgender and LGBTQ students in non-affirming educational environments. Based on the findings, the study recommended that, government should implement strict anti-bullying and anti-harassment policies that explicitly protect students based on sexual orientation, gender identity, and expression, school management should Provide targeted academic support services and government should through the school management develop inclusive curricula and classroom practices that reflect diverse gender identities and sexual orientations.