Creating Inclusive Schools for LGBTQ Populations - A Study Exploring Strategies School Leaders Employ for LGBTQ Inclusion

The purpose of this study is to explore specific strategies that inclusive-minded elementary principals use to create more inclusive school environments for LGBTQ populations, which continue to be underrepresented in different facets of school community life. Qualitative interview data was collected across different school districts from thirteen elementary principals who actively promote the inclusion of LGBTQ populations in Ontario schools. The data suggests that, despite the number of barriers that principals face in their efforts to create more inclusive school environments for LGBTQ populations, school leaders employ many strategies to strategically and intentionally facilitate school environments that are welcoming, respectful, and inclusive for individuals who identify as LGBTQ. The findings of this research have implications for the urgency for this work as well as the possibilities to realize school communities which are inclusive of LGBTQ communities. The findings also have implications for professional learning for leaders in the area of inclusion and social justice. In addition, supports and appropriate resources that are needed to enhance the work of LGBTQ inclusion in schools are highlighted.

Department dc:contributor.department

Leadership, Higher and Adult Education

Year dc:date.issued

2016

Author dc:creator

• Della Rovere Proia, Clelia

Advisor dc:contributor.advisor

• Ryan, James

• inclusive leadership
• inclusive schools for LGBTQ
• LGBTQ inclusive curriculum
• LGBTQ professional learning
• safe and caring schools for LGBTQ persons

Handle dc:identifier.uri

http://hdl.handle.net/1807/76404

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/76404