Sultana, DilrubaTithi, Jannatul Ferdous2025-08-262025-08-2620252025-05ID 18357041http://hdl.handle.net/10361/26587Cataloged from PDF version of thesis.Includes bibliographical references (pages 46-51).This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education in Educational Leadership and School Improvement, 2025.This study explores the challenges transgender (TG) students face in primary education, focusing on societal attitudes, institutional barriers, and inclusion efforts. Interviews with two TG students, four teachers, and four parents, along with classroom observations, reveal deep-rooted stigma, with many associating transgender identities with sin or moral corruption. TG students experience bullying, exclusion, and familial rejection, while teachers often lack awareness, reinforcing binary gender norms. Some schools provide support through fee waivers, counseling, and inclusive programs, improving TG students' well-being. However, resistance from parents and staff hinders progress, with some advocating for segregated schooling. While a few teachers foster inclusivity through respectful language and individualized support, systemic discrimination persists. The findings underscore the need for policy reforms, teacher training, gender-neutral facilities, and curriculum integration of gender diversity. Recommendations include sensitization programs, mental health support, and stronger anti-discrimination measures to ensure equitable education for TG students in Bangladesh.75 pagesenBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Transgender studentsPrimary educationSexual minoritiesGender identityTransgender children--Education, Primary--Bangladesh.Transgender people--Social aspects.Sexual minorities in education.Inclusive education.Thesis