While research is increasing into binary trans identities in educational settings, young people identifying as non-binary have been little studied. We explore the school experiences of eight nonbinary teenagers aged 13-18. Our findings suggest that both the implicit and explicit curriculum are strongly binary, making it hard for non-binary young people to come out at school. Respondents had needed to educate themselves about gender identity and specifically about the possibility of non-binary identities, with little, if any, support from their schools. As non-binary identities were invisible at school, some did not feel safe there, and they came under pressure from both transphobic bullying and binary expectations of behaviour and self-presentation. Consequently, some respondents feared accessing any available provision for non-binary people, in case it outed them. Institutions should work harder to educate staff about non-binary identities, and non-binary young people should be involved in designing inclusive initiatives.

Coming out is best viewed in terms of a career with no discernible endpoint. Popular discourse and stage-based models which emphasise a linear phased approach tend not to accurately represent contemporary coming out experiences. Using data from interviews, focus groups and interactive workshops, this article explores the perceptions and strategies towards coming out by young disabled LGBT+ people. I suggest that viewing coming out careers as an identity management technique helps to shed light upon the relationship between intersecting identities and helps to examine the negotiations taking place, whilst teasing out how such identities impact and inform one another against the backdrop of misunderstanding. The stories of the participants also show that the framing of coming out as an imperative to living honestly and authentically was not a common experience. However, coming out to feel a sense of belonging within communities remains central to the perceived benefits. Coming out for the participants reveals tensions between their identities based on ableism and heteronormativity that led them to reconsider the viability and benefits of coming out. However, the participants revealed a challenging two-way relationship between the LGBT+ community and them as disabled people.

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Parallels and Alliances: The lived experiences of young, disabled bisexual people.