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

Abstract

The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)–inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school districts with and without antihomophobia and antitransphobia harassment policies. The authors present an analysis of the findings framed in terms of problematic gaps between educators' beliefs, perceptions, and practices. These gaps are considered in light of emerging best practices in LGBTQ-inclusive education that have been developed to improve school climates for all students, and especially for sexual and gender minority students, students with sexual and gender minority parents and other loved ones, and indeed any students who are negatively affected by homophobic, transphobic, and heteronormative school climates.