<p>Trans and gender-diverse (respectfully TGD), including non-binary students experience significant educational barriers affecting their school attendance, however the research meta-synthesising the existing empirical research is limited. This scoping review (ScR) consolidates the available empirical literature about TGD students and school absenteeism. In alignment with the PRISMA-ScR guidelines and the JBI manual for evidence synthesis, this ScR drew on Arksey and O’Malley’s five-stage ScR framework. Six databases were used, with literature searched on 29 May, 2025. Included articles were assessed against predefined inclusion/exclusion criteria. The studies were empirical, peer-reviewed, written in English, full-text available online, with no geographical or date limitations. Collected data were meta-synthesised using a modified three-level socio-ecological model, with thematic analysis within the three levels. Eleven articles were included for final meta-synthesis with nine being cross-sectional, and two using qualitative methods. Findings from this ScR showcase the significant structural, interpersonal and individual barriers experienced by TGD students that collectively impede their school attendance, informing lifelong academic, social-emotional and societal consequences. The review highlights the need for schools, school professionals, and students to appreciate the emotional impact of school-based stressors informing school non-attendance among TGD students. This is to bridge the gap between schools’ human rights obligations, legislation and current practice resulting in structural, interpersonal, and individual-induced school absenteeism. Further wide-scale research exploring ‘success stories’ to develop gender-affirming, safe and inclusive school settings ensuring TGD students thrive now and into the future are needed.</p>