Knowledge and dispositions of caring professionals in school settings regarding students with innate variations of sex characteristics: a scoping review of empirical literature

This scoping review (ScR) explores literature focused on caring school professionals regarding their knowledge, attitudes, dispositions, and confidence in supporting students with innate variations in sex characteristics (IVSC). The educational and wellbeing needs of students with IVSC are wide-ranging and complex, and many adults with IVSC retrospectively recall their schooling experiences negatively; however, the research synthesising the existing empirical literature is limiting. This ScR brings together existing empirical literature pertaining to the knowledge and dispositions of caring school professionals regarding students with IVSC. Drawing on the JBI manual for evidence synthesis and the PRISMA-ScR guidelines, eight databases were searched on 16 January 2025, with included studies being empirical, published in English, full-text available online, and with no geographical or date limitations. Eighteen studies were included in the final synthesis. Findings suggest that caring school professionals lack sufficient, accurate knowledge about students with IVSC to support them adequately, and non-affirming attitudes and behaviours frequently characterise the dispositions of caring professionals. The review highlights a need for caring school professionals to receive further education and training to instigate change in this space and bridge a gap between human rights organisations’ recommendations, legislation, and current practice. Further wide-scale studies exploring educational experiences and settings are needed.