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This article addresses the experiences of transgender students in the educational system. In accordance with PRISMA methodological principles, a systematic, integrative review of the literature was conducted. The final analysis included 29 peer-reviewed scientific texts from the Scopus and Web of Science databases, which were evaluated using qualitative thematic analysis. Four main categories describing transgender people's experiences in the educational system were identified, namely (i) inequities and hostility, (ii) cisnormativity of the school system, (iii) consequences of transphobia and strategies for navigating the school space, and (iv) protective factors and visions for the future. The results of the literature review indicate that the educational space is often unsafe for transgender youth, where they experience various forms of hostility and injustice, while transgender issues go unaddressed. Research indicates that minority stress, mental health issues, and barriers to academic success are all consequences of an unsafe school environment. Despite the fact that the negative aspects of transgender individuals' experiences dominate the research, the findings demonstrate the many ways that the education system can create a safe and stimulating school environment for transgender students. The review of the literature is important for the Slovenian context because there are no empirical studies that examine transgender students' experiences in the education system. Research that has examined the everyday lives of LGBT+ individuals generally shows that there are also challenges in the Slovenian education system that are related to those highlighted in the current literature review. In addition, the research included offers ways to create a safe school environment that have not yet been developed in our area. In this way, it represents a potential guide for educational practice and opens opportunities for empirical research in the Slovenian context. [ABSTRACT FROM AUTHOR]

In addition to the general forms of stress characteristic of all students, LGBT+ people experience minority stress. The minority stress model represents general stress processes and minority stress processes. It is the minority stress processes that shape the lives of LGBT+ people, as they are based on gender and sexual orientation, that are characterized in this model as distal processes of minority stress. From these, proximal processes develop in response to distal stressors. With the aim of gaining a deeper understanding of this topic, presenting relevant foreign literature on the minority stress of LGBT+ persons in education, and creating the possibility of laying the foundations for empirical research in this area in Slovenia, we identified situations that represent a source of minority stress for LGBT+ persons in the context of the school environment. 57 materials from Scopus, Web of Science and COBISS+ databases were included in the integrative literature review, and 21 studies are presented in this paper, while the rest are mentioned in a separate paper due to the consideration of the related topic of resilience. The selected research addresses the topic of minority stress among LGBT+ individuals and includes young LGBT+ individuals and/or educationally relevant topics. All materials were reviewed with the Nvivo program and processed with qualitative content analysis. Some findings suggest that school spaces can represent a central source of distal (violence, discrimination, microaggressions, prejudice, stereotypes) and proximal (internalized stigma, anticipated rejection, stigma management) minority stressors for LGBT+ individuals. These have a number of negative effects on the lives and health of LGBT+ students, indicating the need for change to reduce minority stress levels and provide LGBT+ individuals with a safe and respectful educational experience.