Between Lists and Hormones: Living Transgender in High School

Abstract

This article presents a case study on a transgender male student, whom we will refer to as D. J., in order to protect his identity. He underwent his gender transition during his high school education at a public high school in the Estado de México. Through a semi-structured interview, the biological, psychological, social, and institutional dimensions of his lived experience were explored. The results show that there were some moments of support and accompaniment, mainly from his peers, but there were also responses from the school that were partial, bureaucratic, and reactive. To have his gender identity recognized, his family had to apply pressure, which was seen as a lack of institutional conviction for the student’s inclusion. This case shows how trans identity is still marked by structural gaps and institutional challenges, and therefore emphasizes the need to implement school protocols, provide training for teachers, and create a school culture that respects the right to gender identity.