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Creating Inclusive Schools for Sexual Minorities: Professional, Ethical, and Legal Contexts for Educators

This resource provides educators with the necessary information and strategies to create inclusive schools for sexual minority students. It covers topics such as educators' avoidance of sexual minority issues, health and safety concerns, research on sexual minority youth, resiliency, law and legislation, and what educators can do to support sexual minority students.

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Creating Inclusive Schools for Sexual Minorities: Professional, Ethical, and Legal Contexts for Educators

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  1. Creating Inclusive Schools for Sexual Minorities:Professional, Ethical, and Legal Contexts for Educators André P. Grace Sarah-Jane Flynn Institute for Sexual Minority Studies and Services (iSMSS)

  2. Introduction & Overview • Why educators might avoid sexual-minority issues and concerns • Health & safety concerns of sexual-minority youth • What the research says • The matter of youth resiliency • Law, legislation, and policy • What one educator can do • iSMSS Contact Information

  3. Why educators might avoid sexual-minority issues and concerns • Personal discomfort • Lack of knowledge • Fear of parental reaction • Lack of administrative support • Private moral objections (religious or secular) • Ignorance of ATA policy around mandated ethical professional practice

  4. Health & Safety Concerns of Sexual Minority Youth • Invisible minority groups • Disproportionate targets for violence and victimization • Coming out at younger ages • Street involvement • Suicide and Suicide Ideation • Lack of knowledge of sexual health and safety

  5. Research on Sexual-Minority Youth in our Schools - Truancy or dropping out - Drug and alcohol abuse - Increased peer victimization - Withdrawal from social and school activities - More experiences of dating violence - Significantly higher rates of bullying and sexual harassment - Running away from home - Turning to prostitution and/or living on the streets - Depression and/or increased suicide ideation or suicide attempts (Bagley & Tremblay, 1997; Grace & Wells, 2001, 2004, & 2005; McCreary Centre Society, 1999; Ryan & Futterman, 1998; Wells & Tsutsumi, 2005; Wells, 2006; Williams, Connolly, Pepler, & Craig, 2003 & 2005 )

  6. Resiliency & Sexual-Minority Youth - Positive representations - Family & community acceptance - Positive peer & school relationships - Sexual-minority support networks - A variety of coping strategies (resiliency mindset) - Higher self-esteem/social-esteem

  7. Law, Legislation, and Policy - Alberta Human Rights, Citizenship and Multiculturalism Act (1998) *Vriend decision - April 02, 1998 - ATA Professional Code of Conduct (1999/2003) - ATA Declaration of Rights & Responsibilities for Teachers (2000/2004) - The Alberta School Act – Section 45 (8) (2000) - Canadian Charter of Rights and Freedoms – Section 15 (1) Individual rights and accommodation

  8. More on ATA Policy • In 1999 ATA amends Code of Professional Conduct to include protection against discrimination based on sexual orientation • In 2000 ATA adds the same protection to Declaration of Rights and Responsibilities for teachers • In 2001 ATA’s establishes the Sexual Orientation & Gender Identity DEHR subcommittee • In 2002 SOGI link added to the ATA website

  9. More on ATA Policy • In 2003 ATA amends Code to include protection against discrimination based on gender identity • In 2004 ATA adds the same protection to the Declaration of Rights and Responsibilities • In 2005 ATA passes a resolution to support the establishment of GSAs in Alberta High Schools • In 2006 ATA passes a resolution respecting same-gender nuclear family units

  10. More on ATA Policy • In 2006 ATA also passes resolutions urging: • The Department of Education to include a focus on sexual-minority issues in curricula and educational resources • Alberta School Boards to develop district policies focusing on the health and safety of sexual-minority youth, teachers, and staff • Faculties of Education to include curriculum and instructional strategies in their teacher preparation programs that focus on sexual orientation and gender identity in age-appropriate ways in Alberta classrooms and schools

  11. Concluding Perspective: What Can One Educator Do? • Create ethical pedagogies • Announce and denounce conditions of symbolic and physical violence • Use inclusive language • Display affirming symbols and images • Examine your own biases and prejudices • Engage in personal reflection and education

  12. iSMSS Contact Information For further information, please contact the iSMSS APO, Sarah J. Flynn: sjflynn@ualberta.ca

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