Gaps between beliefs, perceptions, and practices: The Every Teacher Project on LGBTQ-inclusive education in Canadian schools

GSA members' experiences with a structured program to promote well-being

“…Many students voiced that the program provided a vital outlet to explore and validate sexual and gender diversity, and it enabled them to reflect on, enhance their understanding of, and take pride in their subjectivities. Such a focus is essential because large-scale American and Canadian climate surveys have found that schools are largely inhospitable for LGBT2QC youth (Kosciw et al, 2016;Taylor et al, 2011;Taylor et al, 2016). Considering that 90% of trans students hear cissexist comments daily or weekly from students and 23% hear such comments from teachers (Taylor et al, 2011), the program's genderaffirming foundation is an important avenue for bolstering well-being among trans and gender diverse youth, as gender minority participants expressed in this study.…”

“…Yet, they are tasked with promoting positive well-being and relationship development among LGBT2QC and allied GSA members. Since there is a lack of preservice training and Professional Development (PD) that acknowledges and validates gender diversity (Graybill et al, 2015;Taylor et al, 2016), administering anti-cisnormative training with GSA advisorsas was done in preparation for the HRP for LGBT2QC Youth delivery, and providing them with an evidence-informed program may enhance their capacity to support trans and gender diverse youth and promote positive well-being among all group members. As Poteat and Scheer (2016) contend, providing GSA advisors with such training and resources is essential for increasing the effectiveness with which these groups support their youth members.…”

Systematic Development of a Dutch School-Based Sexual Prejudice Reduction Program: an Intervention Mapping Approach

“…towards implementing anti-bullying and sexual diversity policies and programs. Previous research has shown that such research can greatly enhance our understanding of the needs of teachers in creating LGB supportive school environments and the potential barriers to accomplishing this (Honig, 2006 ; O’Donoghue & Guerin, 2017 ; Pizmony-levy, 2011 ; Swanson & Gettinger, 2016 ; Taylor et al, 2016 ). Although we closely involved teachers in the development of our program and provided implementation guidance by means of an elaborate teacher manual, the lack of either a needs assessment study among teachers or the provision of teacher training may limit the effects of the program.…”

Heterosexual, ¿qué es eso? Percepciones sobre identidades sexuales en educación secundaria

“…De acuerdo con Taylor et al (2016) y Venegas (2013, la formación del profesorado en temas LGTBI+ es un excelente ejemplo de prácticas en educación cívica y democrática para el desarrollo de la justicia social. Además, es interesante apostar por una pedagogía queer como alternativa para una educación sexual que amplíe la mirada desde la diversidad, como estrategia perturbadora de los parámetros normalizantes que hacen de la educación sexual una educación heterosexual.…”