Legal gender/sex categories refer to a binary understanding of biological sex and gender identity in Western societies. In the last decades though, the acceptance of LGBTIQ+ people has increased in many countries (IGLYO 2022). In Germany, a third civil status ‘divers’ was legally established for intersex persons in 2019. Since 2021, the ‘Law to Strengthen Children and Youth’ mentions the well-being of trans, intersex and non-binary (TIN) youth in the ‘Social Security Statute Book’ (SBG VIII). Furthermore, a debate about a ‘Self-determination Law’ (SBGG) is ongoing. The visibility of TIN students and the thematization of gender:sex-diversity—the diversification of biological sex and gender identity beyond the binary–increases in science, society and at school (IGLYO 2022; Klenk 2022). At the same time, German schools are still structured on binary gender:sex-norms such as language, subjects or facilities (Oldemeier 2021). These developments affect education and teaching (Klocke 2017). They provide the context for an ongoing empirical research project on the consequences for teacher education with an interdisciplinary, intersectional and multi-method research design that incorporates crucial interconnections between theory and practice. It aims (1) to collect and analyze data on the discrimination faced by TIN students, as well as the requirements for their inclusion in school; (2) to review the current literature; (3) to investigate current (non-university) training programs on gender:sex-diversity and education and (4) to include a pilot project to teach future teachers (at universities) about gender:sex-diversity. Specifically, the research project asks how the establishment of a ‘third gender:sex’ option impacts school requirements to promote the education of TIN students and identifies the transformations that schools will need to undergo in connection with the new ‘divers’ civil status. In our presentation we will briefly outline the research project and its qualitative empirical methodology, being rooted in Discourse Analysis and Situational Analysis. We will present first findings of the demands and needs of TINA+ students, reflect upon restrictive binary gender:sex-norms at school and thematize gender:sex-diversity as cross-sectional topics in teacher education. Most of all we will place emphasis on the question how future teachers should be trained to be able to cope with ambivalences, entanglements and uncertainties in school and education. Last but not least, we wish to discuss our findings with other researchers on a trans-national level.

IGLYO (The International Lesbian, Gay, Bisexual, Transgender, Queer & Intersex Youth and Student Organisation) (2022). LGBTQI Inclusive Education Report 2022. https://www.iglyo.com/resources/ie-2022 accessed 15th January 2024 Klenk, F. C. (2023). Post-Heteronormativität und Schule. Soziale Deutungsmuster von Lehrkräften über vielfältige geschlechtliche und sexuelle Lebensweisen. Opladen & Toronto: Barbara Budrich. Klocke, U. (2017). Homophobie und Transphobie in Schulen und Jugendeinrichtungen: Was können pädagogische Fachkräfte tun? Loccumer Pelikan, 17(1), 11-17. https://www.rpi-loccum.de/material/pelikan/pel1-17/1-17_klocke accessed 24th January 2024 Oldemeier, K. (2021). Geschlechtlicher Neuanfang: Narrative Wirklichkeiten junger divers* und trans*geschlechtlicher Menschen. Opladen & Toronto: Barbara Budrich.