Prof. KWOK Kan, DianaDianaProf. KWOK Kan2026-02-132026-02-132018Sex Education, 2018, vol. 18(4), pp. 406-419.1468-18111472-0825http://hdl.handle.net/20.500.11861/26760Previous research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students.enGenderismTransgenderStudentsGender MinorityStressHong Kong ChineseSexuality EducationPeer Reviewed Journal Article10.1080/14681811.2018.1428546