1. Creating Inclusive Schools for Sexual Minorities: Professional, Ethical, and Legal Contexts for Educators André P. Grace Sarah-Jane Flynn Institute for Sexual Minority Studies and Services (iSMSS)

2. 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

3. 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

4. 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

5. 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 )

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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