Educators’ Reasons for Not Practising 2SLGBTQ+ Inclusive Education


  • Christopher Campbell University of Manitoba
  • Tracey Peter University of Manitoba
  • Catherine Taylor University of Winnipeg



2SLGBTQ , teachers, educators, 2SLGBTQ -inclusive education, K–12 schools


In this article, we analyze educators’ self-reported reasons for not addressing LGBTQ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in LGBTQ-supportive practices. Using hierarchal OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising LGBTQ inclusive education, we found that the most common reasons for inaction reported by educators were a lack of training/resources and general fear of opposition from various sources; however, educators who felt  that confidence in the level of support for LGBTQ-inclusive education at the school level were less likely to give these as reasons for inaction.




How to Cite

Campbell, C., Peter, T., & Taylor, C. (2021). Educators’ Reasons for Not Practising 2SLGBTQ+ Inclusive Education. Canadian Journal of Education/Revue Canadienne De l’éducation, 44(4), 964–991.