Although a number of laws, protocols and plans have been passed in Spain in the last 10 years to support gender diversity in education, they still have not been fully implemented in schools. In this paper we describe the case of Arturo, a trans boy, and the various negotiations he went through in his secondary school for 2 years. We used a thematic analysis to identify the negotiations involving educational staff, teachers and students based on 6 themes: (a) naming; (b) compliance with trans students’ rights; (c) toilets and changing rooms; (d) physical activities; (e) gender disclosure; and (f) privileges. These experiences include the different micro and macroaggressions Arturo suffered at school. On the positive we describe various trans students' inclusion strategies in this context, highlighting the social workers' role in building inclusive and respectful spaces for this minority group. Inclusive strategies can help to create more positive experiences for trans students and help to expand even the current queer restrictive gender narratives circulating in schools.

尽管西班牙在过去十年中通过了许多法律、协议和计划来支持教育中的性别多样性，但它们仍然没有在学校中得到充分实施。在本文中，我们描述了跨性别男孩阿图罗的案例，以及他在中学两年里经历的各种谈判。我们使用主题分析来确定涉及教育人员、教师和学生的谈判，主要有以下 6 个主题：(a) 命名； (b) 遵守跨性别学生的权利； (c) 厕所和更衣室； (d) 身体活动； (e) 性别披露； (f) 特权。这些经历包括阿图罗在学校遭受的不同的微观和宏观侵犯。从积极的角度来看，我们描述了在此背景下各种跨性别学生的包容策略，强调了社会工作者在为这个少数群体建立包容和尊重的空间方面的作用。包容性策略可以帮助为跨性别学生创造更积极的体验，甚至有助于扩大当前学校中流传的酷儿限制性性别叙事。