SOGI in schools
SOGI in schools
SOGI stands for sexual orientation and gender identity. Since we all have a sexual orientation and gender identity, it includes all of us. Every student understands and expresses their gender differently, with interests and choices that are common or less common for their gender. Some students may be unsure of their sexual orientation or gender identity, while others may identify specifically as lesbian, gay, straight, bisexual, queer, two-spirit, transgender, cisgender, or other. A SOGI-inclusive school means all of these experiences and identities are embraced and never cause for discrimination. SOGI is one of many topics about diversity discussed regularly in schools, such as when educators speak about race, ethnicity, religion, and ability. A SOGI-inclusive education simply means speaking about SOGI in a way that ensures every student feels like they belong. SOGI is one of many topics about diversity discussed regularly in schools, such as when educators speak about race, ethnicity, religion, and ability. SOGI-inclusive education simply means speaking about SOGI in a way that ensures every student feels like they belong. There is no “SOGI curriculum.” SOGI is a topic that can be addressed throughout many subjects and school activities.
SOGI-inclusive education is about students having conversations about the SOGI diversity in society and the importance of treating everyone with dignity and respect. Teachers are best equipped to determine what is age appropriate for their classrooms. For example, some students are raised by single dads, grandparents, or stepparents, while some do not have a mom, and some have two. An effective K/1 lesson on family diversity will teach students that families come in all shapes and sizes. Another lesson may discourage students form saying “that’s so gay,” which directly impacts the welcoming atmosphere of schools. SOGI 1 2 3 lesson plans an optional resource for educators. They align with your provincial curriculum and are meant to be customized by educators as they desire.
SOGI 1 2 3 connects educators to proven tolls and resources for aligning schools with provincial policies protecting people of all sexual orientations and gender identities (SOGI). SOGI 1 2 3 focuses on three key areas: (1) policies and procedures (e.g., a school’s code of conduct), (2) inclusive environments (e.g., safe spaces and welcoming languages), (3) curriculum resources (e.g., SOGI issues integrated into classroom learning). When all three pillars of a SOGI-inclusive education are implemented, students have the opportunity to flourish.
Schools have the responsibility to proactively create safe, inclusive learning environments for all students – including students who identify as two spirit, lesbian, gay, bisexual, transgender, queer, or other. Unfortunately, schools have not always been safe places for 2SLGBTQ+ youth to be our or to be themselves, queer, or other. While this has been changing, and whole a lot of great work has occurred over many years to improve the school experience of 2SLGBTQ+ youth, there remains a need to work together to help ensure that teachers, principals, vice principals, and other adults who work directly with students in schools have access to tools, resources, and supports to help make a difference.
SOGI 1 2 3 was created by the ARC Foundation in collaboration with the BC Ministry of Education; BC Teachers’ Federation; school districts across BC; UBC Faculty of Education partners; and various local, national, and international 2SLGBTQ+ community organizations. The ARC Foundation has also entered a Western Canada educational partnership with a growing number of Alberta school divisions to further SOGI 1 2 3’s efforts across Canada. Since starting work on SOGI-inclusive education in 2013, the ARC Foundation had established partnerships with organizations aligned with this work through Memorandums of Understanding and/or Terms of Reference. The ARC Foundation believes in collaborating with partners in the education system and community, and that change will happen if we work together.
The ARC Foundation is a non-profit organization based in Vancouver, BC, with virtual team members located around BC and in Alberta. Established in 2007, the ARC Foundation is dedicated to expanding the capacity of K-12 educators to create Sexual Orientation and Gender Identity (SOGI)- Inclusive schools for all students.
The Ministry of Education is responsible for the creation of BC curriculum. SOG 1 2 3 provides ready-to-use, grade-level SOGI-inclusive lesson plans that align with that curriculum. Teachers can customize SOGI 1 2 3 lesson plans to meet the needs of their classrooms.
SOGI 1 2 3 provides tools and resources for creating a welcoming, inclusive environment for ALL students. Research shows that harassment on the basis of perceived sexual orientation or gender identity is experienced by both students who identify as 2SLGBTQ+ and students who do not (Egale 2021, “Still in Every Class in Every School”). This is because homophobia and transphobia can be directed at anyone and invariably have a negative effect on school culture, emotional well-being and academic success.
We all want our children and students to love themselves and students to love themselves and thrive within their schools and communities. At home, you can be curious and learn about SOGI topics with your child. You can open up the conversation and keep it open, by allowing them to question, express, and explore their individuality as they wish, and by inviting them to talk openly about their experiences at school. In addition, you can share the values of acceptance and respecting people’s differences through your own actions among friends and neighbours, so that your child learns form your example and takes those lessons back to school.
Yes, you can. Educators and staff at all levels of the system have a role regardless of their own sexual orientation and gender identity, There is a lot for students to learn from educators who identify as allies rather than members of the 2SLGBTQ+ community. Also, everyone is at a different stage in their SOGI education journey.
BCCPAC is working with the Ministry of Education and other provincial partner groups to ensure that all BC students have a safe, welcoming and inclusive learning environment.
In July 2016, Bill 27 – Human Rights Code Amendment Act was passed to include “gender identity or expression” among the protected grounds covered by the BC Human Rights Code. The B.C. Ministry of Education followed in September with its own directive asking that explicit references to sexual orientation and gender identity to added to the policies and codes of conduct in each school district.
The Ministry of Education had produced a SOGI Policy Guide that states that “policies and procedures that explicitly reference SOGI have been proven to reduce discrimination, suicidal ideation and suicide attempts for all students.”
The Ministry of Education SOGI Policy guide also includes three goals for supporting diverse sexual orientations, gender identities and expressions:
When discussing gender, the conversations are largely about what people like to wear, the activities they engage in and how they refer to themselves. Gender is about self-identity. When students learn about the diversity found in gender, they have an opportunity to explore a greater range of interests, ideas, and activities.
It’s important that all students feel safe and welcomed in school. In order to do that, it’s important that everyone has the opportunity to learn about each other and celebrate each other’s differences. Unfortunately, children are already learning homophobic and transphobic slurs starting in the primary years. The job of educators is to make schools safe by opposing all bullying and name calling.
Information and discussion will not make anyone gay or straight. No one decides to be gay or straight, it is not a “lifestyle choice.” As students grow older, some will identify as straight, gay, lesbian, bisexual or transgender. All of our students need to feel safe, welcome and positively reflected in the curriculum.
No, students have never been told this. Teachers have been asked to think about using more inclusive strategies for grouping students or speaking collectively about a class. For example, instead of saying “good morning boys and girls” a teacher may use a phrase such as “good morning students.” This enables all students to feel included regardless of their gender identity.
No, students have never been told this.
The simple answer is no. SOGI 123 is not Sexual Health Education. Sexual Health Education is Ministry approved curriculum that is embedded in the Physical Health Education area and taught in the elementary, middle, and secondary school students. The Sexual Health Education curriculum is age appropriate and is taught with sensitivity and has a focus on healthy relationships.
The Sexual Health Education lessons begin in Grade 4 (as learners being to experience puberty) but do not include discussions about sexual acts or practices at the elementary level. Teachers and students discuss more details of sexual practices at the secondary level because learners require information to support healthy relationships.
No, there is no plan to have group gender-neutral washrooms. District sites and schools have both Male and Female group washrooms, and where possible, single use gender neutral washrooms. New buildings will have all three washroom types in schools. Single use washrooms are identified as “washrooms” and do not use gender, handicap, or any other specific identifier.
The Provincial Government has allowed for some flexibility in the delivery of certain ‘sensitive areas’ of the curriculum, specifically topics related to reproduction and sexuality that some students and their parents/guardians may feel more comfortable addressing by means other than instruction by a teacher in a regular classroom setting. These topics do not include lessons and topics related to sexual orientation and gender identity, unless they relate to reproduction and sexuality.
No, District respect diversity and the Human Rights Code that protects all individuals from discrimination. It will support and defend the inclusion of all persons it serves with the voice of legislation, policy, and practices. School are to be safe, inclusive environments for all, free of discrimination. Public school districts are secular by legislation. Parents wishing to teach particular religious perspectives have been doing so at home. There is no provision within the School Act or SOGI 123 that prevents parents from exercising their rights as parents to raise their children and influence their growth and development with values and beliefs that are part of their religion or culture.
The education of our communities' children and youth is a community effort that involves parents/guardians, teachers, and the children and youth themselves, and their views and values. Many people in the community will have views that influence out children and youth. Some ideas will be in opposition of another. It is a parent/guardian’s responsibility to have discussions at home that help form the values of children/youth in their care. It is the School District's responsibility to educate students using the filter of approved curricula or resources to meet the Ministry’s goal of preparing the “Educated Citizen.”
The Ministry of Education works to create safe, welcoming and inclusive learning environments for all BC students.
In the BC Curriculum, “The positive personal and cultural identity competency involves the awareness, understanding, and appreciation of all the facets that contribute to a healthy sense of oneself. In includes awareness and understanding of one’s family background, heritage(s) language(s), beliefs, and perspectives in a pluralistic society.”
As primary educators, families teach family values and beliefs. The BC curriculum assists in developing “educated citizens” who are co-operative, principled, and respectful of other regardless of differences.
The ways that teachers may address SOGI in the curriculum are not about students developing a particular set of beliefs around sexual orientation and gender identity. Educators help students deepen the understanding of the diverse society that we live in and how to treat each other with dignity and respect regardless of our differences.
The best place to start is always with your child’s teacher. As with all areas of the curriculum, the classroom teacher is the most knowledgeable about the subjects being taught in individual classes. The school-based administrator can also be an excellent source of information.