eng Science and Education Publishing American Journal of Educational Research 2327-6150 2026-06-01 14 5 141 148 10.12691/education-14-5-3 EDUCATION20261453 article Palash Majumder rajumajumder56@gmail.com 1 Nimisha Beri 2 Parimal Sarkar 3 School of Education, Lovely Professional University, Phagwara, Punjab, India Department of Teacher Education, National Council of Educational Research and Training (NCERT), New Delhi, India School of Education, Netaji Subhas Open University, Kolkata, West Bengal, India This study investigates the role of psychological capital (PsyCap) as a mediator between gender identity expression and English academic achievement among secondary school students in India. Using a cross-sectional quantitative design, data were collected from 320 secondary school students (ages 13¨C17) from government-sponsored schools in West Bengal through stratified random sampling. Gender identity expression was assessed using the newly developed and validated Gender Identity Expression Questionnaire (GIEQ; 10 items, 4-point Likert scale), PsyCap was measured using a standardized assessment scale, and English achievement was evaluated through a curriculum-aligned test. Structural Equation Modeling (SEM) was employed to test the proposed mediation model. The GIEQ demonstrated excellent internal consistency (Cronbach's ¦Á = .946) and strong construct validity confirmed by EFA (single factor; eigenvalue = 6.733; variance explained = 67.33%; KMO = .966) and CFA (¦Ö²(35) = 36.388, p = .404; CFI = .999; RMSEA = .011). SEM results revealed that gender identity expression significantly predicted PsyCap (¦Â = .911, p < .001) and PsyCap significantly predicted English achievement (¦Â = .905, p < .001). The direct effect of gender identity expression on English achievement was non-significant (¦Â = ?.004, p = .951), while the indirect effect through PsyCap was significant (standardized indirect effect = .824, p < .001), indicating full mediation. These findings underscore the importance of inclusive, strength-based educational environments that support the psychological well-being of all learners. https://pubs.sciepub.com/education/14/5/3/education-14-5-3.pdf gender identity expression psychological capital gender fluid non-binary traits gender flexible