Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and nonbinary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and nonbinary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and nonbinary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We use a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and nonbinary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

接近50％的研究生报告称，在就读研究生期间遇到了情绪或心理困扰。对于每天遭受歧视和边缘化的跨性别和非二元研究生来说，苦难的程度尤其高。大学和学院尚未解决并适应跨性别和非二元研究生的需求和经验。鉴于这些学生可能面临众多挑战，因此教育环境不应为教育成功和福祉带来其他障碍。为了改善跨性别和非二元学生的研究生教育，我们通过解决研究生的独特问题，增加了现有的奖学金，以肯定与跨性别本科生的工作。我们使用一种社会生态模型来识别大专教育中的歧视根源，并在结构，人际和个人层面上提供跨性别和非二元肯定的建议。对于希望从事个人工作的从业者，我们为多元文化身份探索提供指导。提供了建议表并讨论了实施建议的方法。