Abstract
This study explores a whole-school approach to the inclusion of transgender learners, with a particular focus on the experiences of two transgender learners in a secondary school. Using a qualitative case study design, it draws on interviews with 11 school stakeholders, including two transgender learners. The study critically examines how social, cultural, and political factors shape and sustain the vulnerabilities of transgender individuals. While research from South Africa and internationally highlights persistent violence and transphobia, including cyberbullying, this study emphasizes the importance of belonging, acceptance, and support in fostering resilience, mental health, engagement, and academic performance. It calls for inclusive school environments, government accountability, gender identity education, and inclusive curricula as essential conditions for supporting transgender learners. Despite growing visibility and public debate, the lived experiences of transgender learners in South African schools remain underresearched. This study is timely and urgent, grounded in constitutional principles, and is well-positioned to contribute to both individual well-being and systemic change.