Factors predicting Italian teachers’ affirmative practices with trans* students in the era of antigender mobilizations

In recent years, anti-gender movements have influenced public policy in several countries, including Italy, leading to an increase in violence against LGBTQIA+ persons, with trans* individuals disproportionately affected. Anti-gender mobilisations have also shaped national education policies and supportive and affirmative actions for trans* students often depend on the individual initiatives of schools or teachers, who frequently face opposition from parent associations and public authorities. This study aimed to investigate the factors predicting Italian teachers' affirmative practices with trans* students. A total of 545 teachers across various educational levels participated in an online survey to identify predictors of affirmative and inclusive practices in their classrooms. The study assessed factors such as essentialism, university training in gender identity issues, self-efficacy, and comfort in working with trans* students. Findings revealed that university coursework on gender identity issues mitigates the negative effects of essentialist views on self-efficacy and enhances teachers' comfort in working with trans* students, thereby facilitating the implementation of supportive actions in schools. The study underscores the pivotal role university education plays in equipping teachers with the skills and confidence to effectively support trans* students, address bullying, and implement affirmative practices in the context of growing anti-gender mobilisations.