Research investigating the emotional wellbeing of transgender children and young people (CYP) has explored the impact of their experiences on their mental health and education (Bradlow, Bartram, Guasp & Jadva, 2017). In particular, adolescence has been identified as a challenging time for CYP questioning their gender identity (Lee, 2004 cited in Hellen, 2009). The presented research aimed to explore the experiences of transgender CYP in order to identify ways in which schools and educational professionals can offer support. Taking a participatory approach using the creative arts, the individual stories of four transgender adolescents were explored. Co-researchers aged between 14-22 detailed their experiences of being transgender through the use of a visual method, supported by text generated through discussion. In line with participatory approaches, the co-researchers worked with the researcher to conduct the analysis and interpretation of the data. Thematic analysis was chosen as the method of analysis as it allowed for the interpretation of both visual and textual data while being aligned to no specific research method. The findings from this research aim to deepen the understanding of the lives of transgender adolescents through exploring similarities and differences within their stories of their formative years. Themes are identified including mental health, identity, stereotypes and knowledge. Through identifying these themes recommendations are made regarding how schools and educational professionals may be able to support transgender CYP during their education by considering the multiple systems within which they are located
