Inclusive education is not a marginal issue, but is central to the achievement of

high quality education for all learners and the development of more inclusive
societies.
A Note on Language.
This essay uses the acronym LGBT* to refer to those who identify as gay,
lesbian, bisexual, pansexual, transgender, transsexual, intersex, queer,
genderqueer, gender diverse, questioning and/or asexual. When discussing
young people the acronym is inclusive of those who self identify as LGBT*, and
those who may identify that way in the future. In some instances the acronym
may also apply to people who do not self identify, but are perceived by others to
be LGBT*.

While inclusive education was formed out of the disability rights movement, it
has grown to encompass a range of minority groups rights to education. LGBT*
students are at a higher risk for a range of negative outcomes because they
often face discrimination, exclusion, and harassment in schools. Although a
number of mainstream Australian education policy documents include the theory
that LGBT* students should not be excluded or discriminated against for being
LGBT*, many LGBT* students still face the prospect of attending a school where
they are not made to feel included or accepted. Ensuring that all students feel
included and accepted is not a marginal issue, it is an issue that is at the very
heart of the teaching profession. Through policies, curricula, and teaching
practices all teachers can work towards LGBT* students receiving their education
in schools and classrooms that accept and include them, regardless of their
sexuality or gender identity.

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Inclusive education is a term that originally referred to students with special

needs having access to, and being welcomed into mainstream schooling (Centre
for Studies on Inclusive Education, 2013, para. 2). The 1994 Salamanca
Statement asserts that inclusive education means those with special
educational needs must have access to regular schools which should
accommodate them within a child centred pedagogy capable of meeting these
needs (United Nations Educational, Scientific and Cultural Organisation, 1994, p.
viii). However, in the time since 1994 inclusive education has expanded its
meaning to include classrooms, schools, and curricula that are supportive and
inclusive of a range of minority groups. Slee states that inclusive education
refers to education for allcomers. It is a reaction against educational discourses
that exclude on the basis of a range of student characteristics, including class,
race, ethnicity, religion, gender, sexuality, perceived level of ability or disability,
or age (Slee, 2013, p. 211). If this new, broader definition is accepted, inclusive
education is clearly a tool that can have an impact on ensuring LGBT* students
receive quality education in a safe environment.
Far from being a marginal issue, inclusive education for LGBT* students is built
into a number of professional and policy documents in the Australian education
sphere. When discussing why inclusive education for LGBT* students is
important, a number of policies are relevant. The fourth professional standard for
Australian teachers is to create and maintain supportive and safe learning
environments (Australian Institute for Teaching and School Leadership, 2014,
para. 20). While LGBT* students are not specifically mentioned, if we recognise
that 80% of the homophobic and transphobic abuse that Australians suffer
occurs in schools (Australian Human Rights Commission, 2014), it becomes
apparent that these nationwide standards are extremely relevant in ensuring
inclusive education for LGBT* students. Similarly, both of the Melbourne
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Declaration Educational Goals for Young Australians involve aspects that relate
directly to inclusion of LGBT* students. The goals state that all Australian schools
should be aiming to promote equity and excellence, and that through their
education, all young Australians should become successful learners [and]
confident individuals (Australian Curriculum, Assessment and Reporting
Authority, 2014, para. 1.1). Homophobic and transphobic harassment in schools
is linked to absenteeism, low self-esteem, poor academic achievement, poor
mental health, and higher rates of suicide (Safe Schools Coalition, 2013, p. 6).
Each of these outcomes work directly against the Melbourne Declaration goals,
and highlight the consequences of LGBT* students not receiving education that is
inclusive. These mainstream, nationwide policies show that, far from being a
marginal issue, inclusive education for LGBT* students should be at the heart of
what all schools and all teachers are responsible for every day.
Inclusive education does not only benefit LGBT* students. There are a range of
stakeholders in the education system who would also benefit, even if they do not
identify as LGBT*. Students who have parents, family members, or friends who
are LGBT* are likely to benefit from an education system that discusses and
celebrates LGBT* diversity. Parents, staff, and community members who are
LGBT* all benefit from LGBT* acceptance and inclusion in schools. The wider
community and a society that values diversity will benefit from a generation of
students who have grown up being taught that it is not ok to harass or
discriminate against someone because they are LGBT*. Rafferty, Boettcher, and
Griffin (2001) found that young children without disabilities who attended
classrooms which were inclusive of children with a range of disabilities were
better able to understand difference in others, developed sensitivity, and
became increasingly aware of their own strengths and weaknesses (p. 271).
While inclusion of those with disabilities is not the same as inclusion of those who
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identify as LGBT*, there is a clear message here about the lessons that can be
learned by a majority who choose to include and accept a minority. Inclusive
education has obvious positive outcomes for those who identify as LGBT*, but
there are also more subtle positive outcomes that can be achieved, and can
positively benefit all of society.
While teaching practises that support inclusive education for LGBT* students will
be as diverse as the students themselves, there are a number of teaching
practices that can be employed in any area of any school to help foster a culture
of inclusivity. One of the most straight forward ways of doing this is to speak out
against homophobia and transphobia when it occurs, and to encourage students
to do the same. This can be vitally important because homophobia and
transphobia often operates through silences and absences as well as through
abuse or through overt discrimination (Epstein & Johnson, 1994, p. 198). By
acting as leaders and role models in this area, teachers can improve the school
experience of individual LGBT* students, as well as positively affect the culture of
their school as a whole.
Similarly, teachers and schools can work towards an inclusive experience and
culture for LGBT* students by ensuring LGBT* issues are incorporated into the
curriculum. Discussing LGBT* issues and history, selecting texts with diverse
characters, and giving students access to out and proud role models will work
against the pervasiveness of heteronormativity in in our education system. This
is not always easy. Dealing with lesbian and gay issues [can result] in resistance
from some students who are positioned in heteronormative discourses
(Robinson & Ferfolja, 1994, p. 124). Working through this resistance is critical
when attempting to create an accepting, inclusive school environment. If
students go unchallenged when expressing resistance to discussing LGBT* issues

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as part of their curriculum, it is possible that they will equate that with
permission to be less than accepting of LGBT* students outside of the classroom
setting.
Even without the added complication of how others might perceive or act
towards LGBT* students, including LGBT* issues in the curriculum is important
for LGBT* students self-perception. Particularly in early primary school, when all
students, not just those who are LGBT*, may still be forming their gender
identity, positive representations of a diverse range of genders and sexualities
are needed. Since the school is the social space in which much gender
development occurs, it is important to think carefully about what schools are like
as settings for the making of masculinities and femininities (Vickers, p. 7). In
order for inclusive education of LGBT* students to be achieved, LGBT* young
people need to be able to see representations of themselves in their curricula.
One tactic that can be used by teachers to foster an inclusive school
environment for LGBT* students that has not yet become wide spread in
Australia is the formation of Gay Straight Alliances (GSAs). A GSA is a collective
of students (usually facilitated by one or two staff members) who meet on a
weekly or monthly basis. GSAs work towards improving inclusivity for LGBT*
students at their school, and creating social connections between LGBT* and
straight students. GSAs often attempt to strike a balance between the political
work of raising consciousness and reducing homophobia at the school, and
dealing with the more personal or emotional issues of the members (Unks,
1995, p. 213). GSAs give LGBT* students a space to be themselves without
judgement, give students a platform from which to directly work towards
minimising LGBT* related harassment in their school and community, and help
forge connections and alliances between LGBT* and straight students. GSAs

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have been shown to improve the feelings of acceptance, personal empowerment,

and agency of students involved (Russell, Muraco, Subramaniam, & Laub, 2009,
para. 28), and a 2002 study showed that membership of a GSA had a positive
impact on students academic performance, enhanced their sense of physical
safety in the school, increased their perceived ability to contribute to society,
and contributed to a greater sense of belonging to the school community (Lee,
2002, p. 15). While the Australian Safe Schools Coalition is encouraging member
schools to set up GSAs (Tomazin, 2010), they have yet to gain wide spread
acceptance in the Australian education landscape. Both teachers and students
who are looking to improve their schools LGBT* acceptance and inclusivity
would do well to look into started a GSA.
Inclusive education for LGBT* students cannot be achieved if it is seen only as a
marginal issue. All Australian teachers are subject to the policies that state that
all students have the right to safe and supportive learning environments, the
right to become successful learners, and the right to be confident individuals. As
identified by Allen and Cowdery (2005), inclusion is not about a place, or an
instructional strategy, or a curriculum; inclusion is about belonging, being
valued, and having choices (p. 3). These are not marginal issues, but issues that
are central to the act of teaching. When the majority of LGBT* students
experience harassment and exclusion in their schools that is a problem for all
teachers. All teachers must work towards inclusive education by speaking out
against homophobia and transphobia, by including LGBT* diversity in their
curricula, and by creating safe spaces for LGBT* students within schools. Through
these practices LGBT* inclusion in education can become not a marginal issue,
but an issue that is critical to delivering quality education for all.

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Page 7 of 10

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