Exploring Educational Experiences and Outcomes for Plurisexual Students in High School Settings: A Scoping Review and Meta-Synthesis of Empirical Literature

Plurisexual youth encounter distinct challenges within educational environments, yet their experiences remain largely underrepresented in broader LGBTQ+ research. The scarcity of comprehensive synthesis of existing empirical studies underscores the urgent need for focused inquiry to inform inclusive education policies and practices. This scoping review maps the educational experiences and outcomes of plurisexual high school students. In alignment with the PRIMSA-ScR and JBI guidelines, this review utilized Arksey and O’Malley’s five-stage framework. Eight databases were used with literature searches conducted on July 3, 2025. Fifteen studies were included post assessment against predetermined inclusion/exclusion criteria. Utilizing a modified socio-ecological model, findings were meta-synthesized identifying factors informing plurisexual students’ experiences and educational outcomes across structural, interpersonal, and individual domains. Findings highlight plurisexual students experiencing erasure and disproportionate negative outcomes in schools compared to their lesbian, gay, and heterosexual peers. These findings underline the need for coordinated plurisexual-informed support, multi-level interventions, explicit policy and curricula reforms, staff development, and family engagement, including further research mapping “success stories” addressing their needs.