Table 2 Excerpts of the qualitative content analysis processes
Meaning unit | Condensation | Code | Sub-category | Category |
|---|---|---|---|---|
“First of all, it’s very sensitive, it’s very … like you have to be very soft, and like try to listen in where they are, what they want to talk about” | Its sensitive, there is a need to be soft, listening in | Intuitive/listening in | Building trusting relationships to enable for students to open up | Enabling interactions which support students with transgender experience |
“I think that becoming a young adult, moving from being a child to an adult, it’s an identity crisis for everyone. Regardless if you feel like you’re in the right gender. I think it’s anxiety-inducing for some to get breasts, pubic hair, and that it creates a general sense of anxiety and identity crisis” | Puberty is an identity crisis for students, it is difficult to know if their experience is gender dysphoria or puberty | Difficulties differencing puberty and gender dysphoria | Ambivalence in the difference between puberty and gender dysphoria | Feelings of uncertainty when supporting students with transgender experience |