The sexual prejudice faced by sexual minorities or lesbian, gay, bisexual, and questioning/queer (LGBQ) students has been studied extensively around the world in the last two decades; however, it has only recently received attention from Hong Kong Chinese society, specifically in relation to this subtle form of prejudice. In the last decade, there has been an increase in the amount of literature examining the experiences of individuals encountering sexual orientation microaggressions, which are defined as discrimination or sexual prejudices manifested in subtle forms, particularly when directed toward socially marginalized groups, such as sexual minority students. The current study used a qualitative descriptive approach and semi-structured interviews to explore the themes of sexual orientation microaggressions experienced by Chinese sexual minority students. Several contextual themes to categorize microaggressions emerged: (1) the approval of heteronormative culture; (2) the use of heterosexist languages; (3) the assumption of sexual abnormality; and (4) the allowing of institutionally endorsed microaggressions. The results suggest that sexual minority students in Hong Kong experience diverse forms of microaggression in schools. The implications for the need to support LGBQ students are discussed, especially in addressing sexuality education in schools and the training of school professionals. Copyright © 2022 by the authors.

Prior publications on sexuality education experiences have often focused on cisgender students. Few have studied transgender students’ experiences, particularly in East Asia, and none have addressed these issues in the Hong Kong Chinese context, where transgender human rights are a hotly debated issue, and injustice towards trans youth persists. Using the concepts of transprejudice and rights-based sexuality education, this paper identifies the non-inclusive and inclusive sexuality education experiences of Chinese transgender students as reported in data from qualitative interviews with eight trans students aged 16–20 years from secondary schools and a community college. We identified the following themes: 1) Left Out – being omitted and silenced; 2) Terrified and Distressed – being misgendered and misinformed; 3) Outraged – being pathologised and bullied; 4) Empowered: connecting trans-Inclusive and rights-based education; 5) Affirmed and Supported – engaging in trans-inclusive dialogue. The paper argues that rights-based gender diversity content needs to be included in the sexuality education curriculum to reduce transgender students’ feelings of marginalisation. It also speaks to the need for advocacy for non-prejudiced and inclusive sexuality education in Hong Kong. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.