What do we think?
In conclusion, the pros for this argument greatly outweigh the cons. LGBTQ2S+ studies should be incorporated into the curriculum. The addition of such topics into the curriculum will increase safety in the schools and the wellbeing of students. It will lead to a higher degree of equity and inclusion in the schools and will help students understand and respect the diversity that surrounds them.
The Ontario Ministry of Education states that “Ontario schools should be a place where everyone – children, students, staff, parents and the community – feels welcome, safe and respected. A safe, inclusive and accepting school environment is essential for student well-being and achievement” (Ontario Ministry of Education, 2017). Teachers need to be mindful of the different factors that contribute to the safety and wellbeing of their students. Unfortunately, for the many LGBTQ2S+ students in Ontario this standard is not met. An overwhelming number of LGBTQ2S+ students are harassed and feel unsafe at school because of their sexual orientation (Fredman 2015). LGBTQ2S+ students are more vulnerable to bullying, verbal, physical and sexual assault, thoughts of suicide, and substance abuse when compared to their heterosexual and cisgender peers (McCabe et al, 2010). A survey on the physical and mental health of transgendered youth found that 77% of respondents had seriously considered suicide and 45% had attempted suicide at one point in their lives (Bauer et al, 2010).
Teachers should not only concern themselves with the academic achievement of their students but should also be mindful of the student’s cognitive, emotional, social and physical well-being (Ministry of Ontario, 2014). Positive and safe school environments are crucial so that every student can benefit from equal opportunity and so that all students can develop a sense of community belonging and can build trusting relationships with educators and peers (Szalacha, 2003). Including LGBTQ2S+ studies in the curriculum will not immediately remedy the harassment and bullying of LGBTQ2S+ students, but it would spark conversation and break down many associated barriers.
Similar to the safety and wellbeing of students, LBGTQ2S+ studies should be incorporated into the curriculum as it will promote equity and the inclusion of all students (Ontario Ministry of Education, 2009; Ontario Ministry of Education, 2017). The Ontario Ministry of Education stated that “…schools should be places where students not only learn about diversity but also experience it. Students should see themselves and their classmates reflected in their studies.” (2017). The reality is that the LGBTQ2S+ community is prevalent in our schools, and therefore needs to be recognized in the curriculum. Not only that, accommodations should be made so that students LGBTQ2S+ students feel included and welcome in the school environment. These accommodations may include, but are not limited to accessible washrooms for trans youth, allowing students who feel uncomfortable in gym class to opt out of Physical Education and earn the equivalent credit in an alternative way, or being mindful of pronouns and preferred names. The Ottawa-Carleton District School board has made progress in providing teachers with LGBTQ2S+ resources. The school board has partnered with community programs to form the Rainbow Coalition, which provides support to students and to help facilitate conversations between LGBTQ2S+ students and their parents and teachers (Ontario Ministry of Education, 2009). The same school board also released the Gender Identity and Gender Expression document which outlines the roles and responsibilities of teachers, parents, staff and district members on creating safe and inclusive environments for trans or gender diverse youth. The document outlines different accommodations and best practices that teachers can implement so that their schools and classrooms are safe places for the LGBTQ2S+ community (Ottawa-Carleton District School Board, 2015). Trainings for teachers are important, however only represent small steps in tackling a large issue. The absence of a standardized curriculum and cross provincial teacher training makes it difficult for educators to have inclusive conversations with all students. The absence of these issues in our curriculum allow for stigmatization and associated negative repercussions; how are we benefitting our students through excluding this information? How are we effecting our society? Through implementing an LGBTQ2S+ curriculum, educators will be able to better dismantle the influence that heteronormativity has on our environment. Not discussing these issues reinforce heteronormativity, and therefore exclude a large portion of the student body and create inequitable school environments (Fredman et al., 2015).
Finally, the implementation of an LGBTQ2S+ curriculum will allow students and teachers to better understand and respect their peers. The history of the LGBTQ2S+ community is rich and diverse. It is baffling that despite our nation’s social acceptance, LGTBQ2S+ studies have yet to be fully incorporated into educational documents and policies. LGBTQ2S+ culture is a prevalent part of our world and we are failing our students and promoting ignorance by not making them aware of these issues. We educate students on the Women’s Movement and Civil Rights movement, the LGBTQ2S+ Movement is one that is equivalently rich for educational purposes and for student contemplation. It therefore deserves a concrete place in the curriculum. Part of the issue is that many teachers are nervous to approach the subject. They are afraid of backlash from both parents and the school’s administration. Teachers also feel that they do not have enough background knowledge; they don't want to offend the LGBTQ2S+ community in their teachings and they don't want to teach any wrong or misinterpreted information (Fredman et al., 2015). Some teachers brush off the subject by saying that including LGBTQ2S+ issues in their class is a case by case issue, and they will approach the subject if and only if there is an LGBTQ2S+ student on their class list. There is an absence of LGBTQ2S+ professional education, and very little institutional support regarding the content (Szalacha, 2008). With the amount of controversy surrounding the history of LGBTQ2S+ issues, it is unfair that educators are still unsure on the how to deliver such content. A legislative push will help provide teachers with the proper training and resources to better handle these types of topics. In this way, teachers would be able to incorporate LGBTQ2S+ studies in a meaningful way, without fear of offending others. If LGBTQ2S+ studies are incorporated into the curriculum, teachers will be able to raise collective awareness of the rich histories and the struggles that the community has faced and still face today in modern history. Teachers, students and community members who identify as LGBTQ2S+ should be involved in the curriculum and lesson planning. This will ensure that the curriculum will truly reflect the needs, concerns and issues that LGBTQ2S+ students have.
In summary, an LGBTQ2S+ curriculum will increase the safety of Ontario schools. It will increase the wellbeing of students who identify within the LGBTQ2S+ community and will ensure that Ontario schools are making moves towards equity and inclusion for all. Finally, as educators it is our duty to enlighten students on social issues and to help increase their understanding of their community, country and their world. Educators should work towards helping students understand diversity and should model and demonstrate respectful attitudes in the classroom. To conclude, fellow educators of today and tomorrow, are you ready to taste the rainbow? Because you need to be.