The Alberta Teachers’ Association

Yes, some people might think that only LGBT persons would have an interest in preventing homophobia and heterosexism. This is a common fallacy. Were African-Americans and African-Canadians the only persons involved in the civil rights movement? Did women work for equality without the support of men? LGBT issues and concerns are foremost a civil and human rights issue and, as such, need to be addressed by all teachers.

Remind teachers about the professional, ethical and legal responsibilities of Alberta teachers to ensure that all classrooms and schools are safe, caring and inclusive environments for all students regardless of differences. For more information, see the section of this website entitled "How Can One Create Safe, Caring and Inclusive Educational Environments for LGBT Students and Teachers?"

Yes, these issues are about the safety and health concerns of LGBT students in schools. Work with your school administration to demonstrate that these are important issues that the whole school community ought to address.

The largest misconception that prevents faith-based schools (and educators) from addressing issues related to sexual orientation and gender identity is the conflation of sexuality and sexual practice as synonymous terms of identity expression. Because a student is an LGBT person does not automatically mean that they are or will be sexually active. Fundamentally, when schools address the concerns and issues of LGBT students, they should do so within the context of student health, safety and human rights. Sexual orientation and gender identity concerns can be addressed respectfully within all faith-based contexts. Many community groups work to integrate both spirituality and sexuality. Teachers should take note of such organizations as important sources for guidance and referral.

In some communities, these issues may indeed be viewed as controversial. Again, remind teachers that these are educational issues; they are not about religious beliefs, moral views or sexual practice. The real issue for any school to address is the creation of an educational environment that is free from prejudice, discrimination, homophobia and heterosexism. Check with your school districts policies on confronting controversial issues. 

Schools and teachers who address LGBT educational issues are not advocating or promoting a homosexual agenda; they are creating a safe, caring and inclusive environment in which all students and their families can expect to be treated with dignity and respect.

It has been commonly accepted that one in 10 people is non-heterosexual (Heron 1993; Jennings 1994a; Lipkin 1999; Ryan and Futterman 1998). As a result, in a classroom of 30 students, on average three students will be lesbian, gay, bisexual or transgendered. In a staff of 40 teachers, on average four teachers will be non-heterosexual. This is an issue that affects the entire school community.

While not specifically addressed as a discrete topic in the Alberta Program of Studies, attitudinal objectives found in most curriculum generally support the inclusion of LGBT issues into classroom discussions and units of study. For example, LGBT novels, short stories, poetry or characters can be included in language arts classes. Teachers can use gender neutral language and names such as Terri and Sam when creating math problems. In science class, students can explore the various nature vs nurture debates that surround homosexuality and heterosexuality. In elementary grades, LGBT families can be included when teachers discuss family backgrounds, structures and relationships.

All teachers who are (or are perceived as) LGBT persons are protected by the Alberta Teachers' Association's Declaration of Rights and Responsibilities for Teachers, the Canadian Charter of Rights and Freedoms and the Alberta Human Rights, Citizenship and Multiculturalism Act. You cannot lose your job by discussing these issues in an age-appropriate manner. By discussing LGBT issues, you are modeling the basic principles of equity, inclusion and respect for all persons. If you have questions regarding the impact of addressing LGBT issues in your classroom on your employment contact ATA Member Services at 1-800-232-8208.

As professionals, teachers have an obligation to meet the needs of their students. These needs include the concerns of LGBT students and their parents. Consider asking your school administrators to hold an information session for parents to explain why it is important for the entire school community to create safe, caring and inclusive classrooms for LGBT students.

Research shows that sexual identity is established in early childhood (Ryan and Futterman 1998). Many students have a sense of their sexual orientation and gender identity as early as grade 1. As a result, it is important that elementary teachers become aware of this developmental factor and provide the necessary resources and support to ensure that LGBT students develop a positive self-identity. Furthermore, many students come from LGBT families or have LGBT siblings. It is important for these students to feel that their families and identities are a valued and visible part of the school and classroom community.

The information found on this website can be an important first step in learning more about LGBT issues. Building safe, caring and inclusive schools that actively include LGBT students, teachers and families takes courage. As the poet Audre Lorde (1984) reminds us, "when I dare to be powerful—to use my strength in the service of my vision—then it becomes less and less important whether I am afraid." All human rights movements have needed allies to achieve equality (Lamme and Lamme 2001). Next to the family, educators play perhaps the most critical role in the lives of students. Ask yourself, how can I be there for every student in my school?