What do we know about the T in the LGBT? An integrative review and evidence synthesis of transgender students experiences across queer, and LGBT-spectrum research in post-compulsory education : Research Report

Trans students are significantly under-researched and under-reported in the education literature. We report findings from an integrative review examining what is known from the literature about this student population within post-compulsory education. Reviewing evidence that documents trans student experiences within the lesbian, gay, bisexual, transgender and queer (LGBTQ+) spectrum of research reinforces the value of understanding students’ individual identities, as opposed to placing them into fixed, socially constructed categories of sexuality or gender which is now much more fluid. A systematic approach to a review of published empirical studies on lesbian, gay, bisexual, trans and queer students (LGBTQ) established the type and range of knowledge regarding trans students. Themes from the analysis and synthesis of findings are discussed and comprised: commonalities for trans students within the LGBT+ umbrella; group differences between trans, not trans and lesbian, gay and bisexual students; new challenges and directions in education policy; research and practice with queer-spectrum and trans-spectrum college student populations

Transgender students in post-compulsory education: a systematic review

Students identifying on the transgender spectrum are significantly under-researched and underreported in the education literature. Long term detrimental effects of gender-identity based discrimination and violence requires us to find more inclusive ways of supporting students with transgender identities. We report findings from a systematic review of the international research on transgender students in post-compulsory education. A standardised review protocol was used to synthesise findings from twenty empirical studies to: 1) describe the complexities of gender identities within education; 2) situate the importance of targeting equality issues for transgender students, and; 3) highlight emerging innovations and the need for further research. We recommend more critical engagement and dialogue with transgender issues to challenge institutional policies, processes in education with those involved

Twelve Novel Mutations in the SLC26A3 Gene in 17 Sporadic Cases of Congenital Chloride Diarrhea

Objectives: We aimed to improve the knowledge of pathogenic mutations in sporadic cases of congenital chloride diarrhea (CCD) and emphasize the importance of functional studies to define the effect of novel mutations. Methods: All member 3 of solute carrier family 26 (SLC26A3) coding regions were sequenced in 17 sporadic patients with CCD. Moreover, the minigene system was used to analyze the effect of 2 novel splicing mutations. Results: We defined the SLC26A3 genotype of all 17 patients with CDD and identified 12 novel mutations. Using the minigene system, we confirmed the in silico prediction of a complete disruption of splicing pattern caused by 2 of these novel mutations: the c.971þ3_971þ4delAA and c.735þ4_c.735þ7delAGTA. Moreover, several prediction tools and a structure-function prediction defined the pathogenic role of 6 novel missense mutations. Conclusions: We confirm the molecular heterogeneity of sporadic CDD adding 12 novel mutations to the list of known pathogenic mutations. Moreover, we underline the importance, for laboratories that offer molecular diagnosis and genetic counseling, to perform fast functional analysis of novel mutation