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

EducatorsAndré P. Grace

Sarah-Jane FlynnInstitute for Sexual Minority Studies and

Services (iSMSS)

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

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

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

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 )

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

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

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

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

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

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

iSMSS Contact Information

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