This chapter chronicles the author's experience in proposing and implementing a high school Gender and Diversity Studies course and the lessons that came from the experience. In the pursuit of inclusivity, the chapter highlights the transformative journey with a class of students identifying as gender and/or sexually diverse. This narrative delves into the repercussions of failing to establish inclusive and affirming learning environments, particularly concerning the academic success and wellbeing of students who identify as Gender and Sexually Diverse (GSD). The chapter emphasizes that the absence of inclusivity leaves GSD students with feelings of isolation, invisibility, and a deficit in their sense of belonging within the educational setting. This narrative aims to shed light on the educational practice of inclusive learning environments and the holistic wellbeing of young individuals who identify as GSD.
TopThe Importance Of Inclusion Practices
The Gender and Sexual Diversity (GSD) curriculum (2017) states “[m]any “gender and/or sexually diverse individuals internalize negative beliefs about their self-worth (Prairie South Schools, 2017). In response, this course provides “opportunities... for students to attain, maintain, and promote a healthy mind, body, heart, and spirit” (Prairie South Schools, 2017). Additionally, the Gender and Sexual Diversity Studies 20L curriculum called for students to develop “a strong, positive sense of identity; a caring disposition; a respect for human and biological diversity; a commitment to the well-being of others; and, a desire and ability to engage in social action for the common good” (Prairie South Schools, 2017). The curriculum for this course recognizes and honours the need to formally incorporate the learning of diverse lives, voices, and perspectives within the school setting. There is an abundance of evidence that shows creating safe, inclusive cultures for members of the Gender and Sexually Diversity (GSD) community “[prevent] children and youth from experiencing distress, discrimination, bullying and ultimately negative health outcomes” (Fraser Health, n.d). When schools fail to implement affirming and inclusive practices, the repercussions are tangible and drastic, manifesting in both academic and overall well-being for GSD students. The academic environment, lacking in support and inclusion, transforms into a breeding ground for increased fear, isolation, and mental health challenges among GSD students (Abreu et al. 2021; Cerezo & Bergfeld, 2013; Graybill & Proctor, 2016). Research underscores that non-affirming educational settings contribute significantly not only to a lower grade point average (Graybill & Proctor, 2016; O;Neill, 2020), but to a heightened sense of invisibility and invalidation for these students, fostering a pervasive feeling of not belonging (Graybill & Proctor, 2016; Rodrigues, 2017; St. Pierre, 2023; Snapp, 2015). This emotional burden, exacerbated by a lack of representation and acknowledgment of diverse identities in the classroom, profoundly impacts academic performance and mental well-being, even leading to suicidal ideation (Graybill & Proctor, 2016; O’Neill, 2020)
In non-affirming environments, GSD students are disproportionately subjected to instances of harassment, bullying, and violence (Graybill & Proctor, 2016; Abreu et al., 2021; The absence of inclusive practices fosters an atmosphere of intolerance, intensifying the challenges that GSD students already face and resulting in a hostile and emotionally unsafe learning environment (Graybill & Proctor, 2016). The repercussions extend beyond the classroom, influencing GSD students' overall health and happiness. Numerous studies consistently demonstrate that the lack of affirming practices correlates with heightened levels of depression, anxiety, and substance abuse within this student population (Graybill & Proctor, 2016; Abreu et al., 2021; O’Neill, 2020). The consequences of schools neglecting to embrace affirming and inclusive practices are profound, emphasizing the urgent need for educational institutions to prioritize the well-being and success of all students, regardless of their gender or sexual identity.