Transgender People and Schools in Italy

School should be a safe space for everyone. For many transgender and non-binary students in Italy, it is not. Data shows that transphobic bullying remains widespread, that most schools lack adequate tools, and that the consequences on mental health and academic performance are serious and well-documented.

But the data also shows something else: when schools adopt inclusive policies, when teachers educate themselves, and when families collaborate with the institution, the quality of life for trans students improves significantly [3]. This article gathers the information students, parents, and school staff need to address the situation in an informed and practical way.

The problem: the numbers of transphobic bullying

Before discussing solutions, it is necessary to understand the scale of the problem. Available data—both Italian and European—paints a clear picture.

In Italy

The Gay Center’s Butterfly Effect Report found that 35% of Italian LGBT+ students report experiencing discrimination at school [8]. One in four LGBT+ students has suffered incidents of physical bullying [8]. The most concerning data relates to self-censorship: 51% of students hide their sexual orientation or gender identity at school to avoid being targeted [8].

For transgender students, the situation is even more critical. Trans people are exposed to a level of stigma and visibility that makes them particularly vulnerable targets. The lack of dedicated programs exacerbates the problem: according to available data, only about 11% of Italian high schools have activated specific inclusive programs for trans and LGBT+ students.

In Europe

The EU LGBTIQ Survey III by the European Union Agency for Fundamental Rights (FRA), published in 2024, collected the experiences of over 100,000 LGBTIQ people across Europe [1]. The results regarding the school environment are heavy: 67% of LGBTIQ people stated they had experienced bullying, mockery, insults, or threats during their school years [1]. Among youths aged 15-17, 51% indicated that their most recent harassment incident was perpetrated by someone from their school environment [1].

Transgender people experience the highest overall rates of discrimination: 64% of trans women reported experiencing discrimination in the twelve months preceding the survey [1].

The consequences

Transphobic bullying is not a problem that can be solved by “developing a thick skin.” Documented consequences include:

• School dropout and absenteeism. A study published on PMC in 2024 demonstrated a direct correlation between transphobic bullying and increased absenteeism, with a significant number of trans students changing schools or dropping out altogether [10].
• Psychological distress. 26% of victims of homophobic and transphobic bullying develop self-harming behaviors, and 15% manifest suicidal thoughts, according to Italian data [8].
• Compromised academic performance. A student who spends their energy hiding, avoiding hallways, or fearing recess cannot focus on studying. A decline in performance is a direct consequence, not a coincidence.

According to the 2022 Trevor Project survey, conducted on nearly 34,000 LGBTQ youths in the United States, trans youths who perceived their school as a welcoming environment had significantly lower rates of suicide attempts [13]. The school environment is not a minor detail: it is a determining factor.

The alias career: the existing tool

In the absence of a specific national law, Italian schools have developed a concrete protective tool: the alias career (carriera alias).

How it works

The alias career is a confidentiality agreement between the school, the student, and the family (in the case of minors). Through this agreement, the transgender student can be addressed by their chosen name—rather than their legal name—in internal registers, during class roll calls, in communications among teachers, and in institutional emails.

This does not involve altering official documents. The high school diploma (certificato di maturità), at the end of the State Exam, will still bear the legal name. The alias career operates exclusively within the school environment, but that is exactly where the student spends most of their day, and where the wrong name can cause daily distress.

The numbers in Italy

The implementation of the alias career in Italian schools has grown significantly in recent years. According to data from AGEDO (Association of Parents, Relatives, and Friends of LGBT+ People), over 480 schools in Italy include the alias career in their regulations—of which 475 are public and 6 are state-recognized private schools (paritarie) [4]. Lombardy leads the ranking with 63 institutions, followed by other northern and central regions [4].

In universities, the situation is more established. The first university to activate an alias career was the University of Turin in 2003 [5]. Today, almost all major Italian universities provide it, including Bocconi, Bicocca, Cattolica, Statale, and Politecnico in Milan, as well as dozens of others throughout Italy [5].

How to activate it

The procedure varies from school to school, but generally follows these steps:

1. Formal request from the student (and family, if a minor) to the school principal.
2. Signing a confidentiality agreement that specifies the chosen name and its conditions of use.
3. Confidential communication to the teaching staff and, if necessary, administrative personnel.
4. Updating the electronic register (online gradebook) internally with the alias name.

If your child’s school does not yet have an alias career regulation, it is possible to propose one. The association GenderLens has published a model school regulation that can be adapted and presented to the school council [9]. No ministerial authorization is required: the decision falls under the school’s autonomy.

The limits

The alias career is not a perfect solution. It does not shield the student from the gaze of peers who knew their previous name, it does not resolve the issue of official documents, and it does not automatically guarantee access to bathrooms and locker rooms that align with their gender identity. But for many students, it is the difference between facing every school day with a minimum of peace of mind and feeling their identity denied for eight hours a day.

The Italian regulatory framework

There is no specific law in Italy governing the condition of transgender students in schools. However, several legal instruments provide a protective framework.

The Constitution

Article 3 of the Italian Constitution establishes the principle of equality and prohibits all discrimination based on “personal and social conditions.” Article 34 guarantees the right to education. These principles form the legal basis for challenging any discriminatory treatment in the school environment.

Law 107/2015 (The Good School)

Article 1, paragraph 16, of Law 107/2015 requires that the three-year educational offer plan (PTOF) ensures “the implementation of the principles of equal opportunities, promoting in schools of all levels education on gender equality, the prevention of gender violence, and all discrimination.”

In implementation of this rule, the MIUR (Ministry of Education) issued the National Guidelines “Educating to Respect” in 2017, which contain indications for combating discrimination and promoting a culture of respect [7]. The guidelines do not explicitly mention transgender students, but the reference to combating “all discrimination” has been interpreted broadly by many schools [7].

The Students’ Statute

Presidential Decree (DPR) 249/1998 guarantees every student the right to personal dignity and prohibits any form of discrimination. This instrument can be invoked in cases of bullying or discriminatory treatment by peers or school staff.

What is missing

There is no law explicitly prohibiting discrimination based on gender identity in schools. There are no specific ministerial guidelines for activating the alias career. There is no mandatory training for school staff on gender issues. Currently, every good practice depends on the sensitivity and willingness of individual institutions, individual principals, and individual teachers.

The role of teachers

Teachers are often the first adults a trans student turns to—sometimes even before their parents. The way a teacher reacts can make the difference between a student feeling protected or retreating into silence.

What to do

• Use the requested name and pronouns. It seems like a small gesture, but for a trans student, being called by the right name during roll call is a fundamental recognition. If you make a mistake, correct yourself without making a scene and move on.
• Intervene against bullying. Do not ignore transphobic comments, jokes, or insults—even when the trans student is not present. Adult indifference is interpreted as approval.
• Do not out the student. Do not reveal a student’s gender identity without their explicit consent, neither to colleagues, nor to other students, nor to parents. Outing is a privacy violation that can have serious consequences.
• Create a safe environment in the classroom. Use inclusive language, address diversity topics when the curriculum allows, and show that the classroom is a space where everyone can be themselves.
• Educate yourself. You do not need to be an expert on gender identity to be a good teacher for a trans student. But getting informed—by reading, attending refresher courses, or consulting resources like Infotrans.it [6]—is an act of professional responsibility.

What not to do

• Do not make the student the center of attention without their consent. Some good intentions can backfire: publicly asking the student to “share their experience” with the class, for example, can be a source of profound embarrassment.
• Do not treat gender identity as a debate topic. The existence of trans people is not an opinion that can be debated in class as if it were an open question. A student’s dignity is not put to a vote.
• Do not ask questions about their body. Questions about medical transition, surgeries, or physical characteristics are inappropriate and invasive, from anyone.

The issue of bathrooms and locker rooms

Access to restrooms and locker rooms consistent with one’s gender identity is one of the most practical—and most controversial—issues for trans students at school.

What the data says

According to GLSEN, 68% of transgender students report not having access to bathrooms consistent with their gender identity [2]. When students are forced to use the bathrooms of their sex assigned at birth, documented consequences include: increased bullying (bathrooms are one of the least supervised areas in the school), the development of urinary issues (many students avoid going to the bathroom for the entire school day), and increased absenteeism [2].

Practical solutions

Some Italian schools have adopted pragmatic solutions:

• Single unisex bathroom. The school provides a single-stall bathroom—often the accessible bathroom or a staff restroom—that any student can use. It is a simple, zero-cost solution.
• Access to the bathroom consistent with gender identity. Some schools allow the trans student to use the bathroom of the gender they identify with, as provided by the alias career.
• For locker rooms, the most common solution is the use of a separate space (a nurse’s office, a staff locker room) or access to the locker room a few minutes before or after other students.

None of these solutions are absolutely ideal. But the alternative—forcing a student into a daily experience of humiliation or denial—is unacceptable.

The school psychologist

The school psychologist can play a valuable role, provided they have adequate training on gender identity issues.

What they can do

• Be a safe point of reference for the trans student, an adult they can turn to without fear of being judged.
• Mediate with the teaching staff and administration to facilitate the activation of the alias career and the adoption of good practices.
• Support the class and peers in understanding the situation, when the student desires it.
• Collaborate with the family, acting as a bridge between the student’s needs and the parents’ concerns.
• Identify signs of distress—depression, isolation, self-harm—and activate necessary support pathways.

Attention to training

Not all school psychologists have specific expertise in gender identity. A psychologist who views trans identity as a problem to be fixed, rather than as a part of the person to be supported, can do more harm than good. The guidelines of the American Psychological Association (APA) recommend an affirmative approach: the psychologist must not attempt to alter the student’s gender identity but rather support their overall well-being [11].

If the school psychologist lacks the necessary skills, it is advisable to involve an external specialized professional. The ONIG (National Observatory on Gender Identity) centers and the Infotrans.it portal offer maps of specialized services across the country [6].

What parents can do

Parents of a trans student play a crucial role in the relationship with the school. They are not spectators: they are active allies.

First of all: get informed

Knowing your child’s rights and the available tools puts you in a strong position when dialoguing with the school. Understanding what the alias career is, knowing the relevant legislation, and having data and resources on hand allows you to speak with administrators in a concrete and documented manner.

How to dialogue with the school

• Request a confidential meeting with the school principal. Explain the situation and ask what tools the school can put in place.
• Propose the alias career if it is not already included in the school regulations. Bring the GenderLens model regulation as a reference [9].
• Agree on the arrangements for managing bathrooms, locker rooms, school trips, and any other practical aspect.
• Identify an internal contact person—a teacher, the class coordinator, or the school psychologist—whom your child can turn to if needed.
• Request training for the teaching staff. Some associations (GenderLens, AGEDO, Arcigay) offer free or low-cost educational interventions in schools.

If the school does not cooperate

Not all schools are ready to be accommodating. If you encounter resistance, you have several options:

• Contact the Regional School Office (USR) to report the situation.
• Contact UNAR (National Anti-Racial Discrimination Office), which also receives reports of discrimination in the school environment.
• Involve an association such as AGEDO, GenderLens, or Arcigay, which can provide support, mediation, and, if necessary, legal assistance.
• Document everything. Every incident of discrimination, every refusal, every communication: documentation is essential if you decide to proceed with a formal complaint.

Best practices: what works

Despite regulatory gaps, there are concrete examples in Italy of schools that have addressed the issue effectively. And international research offers clear indications on what works.

The model of inclusive schools

According to GLSEN research, schools with explicit inclusive policies—anti-bullying regulations that mention gender identity, staff training, the presence of student support groups—record significantly lower rates of harassment toward trans students [3]. These are not opinions: this is the measurable effect of concrete policies.

UNESCO has developed an LGBTQI Inclusion Index to measure the degree of inclusion in educational environments [12]. Key factors identified include: anti-discrimination legislation explicitly mentioning gender identity, mandatory training for teachers, curricula that include gender diversity, and accessible and safe reporting mechanisms [12].

APA recommendations for schools

The American Psychological Association’s guidelines for supporting transgender students in schools recommend [11]:

• That every student has the right to be addressed by the name and pronouns consistent with their gender identity, without requiring a legal name change.
• That students have access to restroom facilities consistent with their gender identity.
• That schools adopt anti-bullying policies explicitly mentioning gender identity as a protected characteristic.
• That school staff receive specific and ongoing training.

These recommendations, although developed in the US context, reflect principles applicable anywhere.

In Italy: concrete examples

Several Italian regions have produced reference documents. The Lazio Region, for example, published the “Guidelines for Schools: Intervention Strategies and Promotion of Well-being for Children and Adolescents with Gender Variance,” a document offering operational guidance for schools. The Emilia-Romagna Region has promoted similar actions through its equal opportunity offices.

At the level of individual institutions, schools that have activated the alias career and adopted explicit inclusion regulations report an improved school climate not only for trans students but for the entire student community. Inclusion, when it is real, is a benefit for everyone.

Who to contact: practical resources

Institutional portals

• Infotrans.it — The first European institutional portal dedicated to transgender people, developed by the Italian National Institute of Health (ISS) in collaboration with UNAR [6]. It contains informative sheets on discrimination, pathways, and a map of local services. Website: infotrans.it
• UNAR (National Anti-Racial Discrimination Office) — Receives reports of discrimination, including in the school environment, and allows anonymous reporting. Website: unar.it
• OSCAD (Observatory for Security Against Discriminatory Acts) — Active since 2011, supports people belonging to minorities in the concrete enjoyment of the right to equality and protection from discrimination. Website: interno.gov.it/OSCAD

Associations

• AGEDO — Association of parents, relatives, and friends of LGBT+ people, with branches throughout Italy. It offers listening groups, peer support, accompaniment, and an updated list of schools with alias careers [4]. Website: agedonazionale.org
• GenderLens — Parents’ association with specific resources for families of trans minors. It offers a school regulation model for the alias career, consultations, and training in schools [9]. Website: genderlens.org
• Arcigay — The largest Italian LGBT+ association, with local chapters offering support, counseling, and school interventions. Website: arcigay.it

Useful numbers

• Gay Help Line: 800 713 713 — National toll-free number against homophobia and transphobia in Italy. Free from landlines and mobiles.
• Telefono Amico Italia: 02 2327 2327 — Listening and support, active every day.

A better school is possible

The Italian school system is not entirely ready, but it is not standing still either. In just a few years, the number of institutions with an alias career has gone from a few dozen to over 480 [4]. Parents’ associations have created support networks that did not exist ten years ago. More and more teachers are educating themselves, more and more principals are making themselves available, and more and more students are finding the courage to be themselves.

The road ahead is still long. We need a national law that clearly regulates the rights of transgender students. We need ministerial guidelines for the alias career. We need mandatory training for school staff on gender issues. We need an accessible and safe reporting mechanism for incidents of transphobic bullying.

But in the meantime, every single school that activates an alias career, every teacher who uses the right name, every parent who requests a meeting with the principal, and every classmate who stands up against an insult—each of them is building, piece by piece, the school that should already exist. A school where every student can learn without having to hide.