As political debates over inclusion of sexual orientation and gender identity (SOGI) and sexual health education in schools intensify across North America, a new Simon Fraser University study aims to uncover how teachers and students are impacted in everyday classrooms.
Led by SFU health sciences professor TJ Salway, the ongoing study captures the lived experiences of educators in Western Canada as they navigate increasingly complex policies and political undercurrents around SOGI and sex education.
"What we are seeing globally, and now increasingly in Canada, is this politicized narrative that goes against evidence-based understandings of gender and sexual diversity," says Salway, the study's lead investigator. "This research is motivated by how quickly things are changing, particularly in conservative jurisdictions like Alberta and Saskatchewan, where new legislation now requires parental consent before teachers can use younger students' affirmed name or pronouns in the classroom."
These kinds of "fear-based" policy changes have a chilling effect in provinces like British Columbia where no formal restrictions exist, he says, adding teachers may be "reading the room" and internalizing signals coming from mainstream media, social media, and their local politicians.
"A lot of my colleagues in public health look at shifting drug policy and the ways in which that's affecting health outcomes, and we think this is parallel," says Salway. "If governments are deciding this is how you can and can't respect students' identities in the classroom and address topics like sexuality, gender and sex education, what kind of downstream effects will this have on students' mental health?"
The survey study, called Creating Affirming and Respectful Education (CARE), launched at the end of the 2024/25 school year and is open to all kindergarten to Grade 12 teachers through the fall. Hundreds of teachers from Yukon and Northwest Territories, B.C., Alberta, and Saskatchewan have already responded.
The anonymous, voluntary survey takes about 20 minutes to complete, and asks participants about their teaching background and experience, the training and resources available to them, the strategies they use to create inclusive classrooms, the difficulties or successes they've had teaching SOGI and sex education, and their experience with community input on these topics.
"So far, we've heard that many teachers are feeling increasingly constrained by the climate that exists within in their own communities," says Sarah Watt, research co-ordinator for the CARE study. "There's often targeted disinformation that parents are sharing among themselves, which really influences the climate of a school."
As the survey continues, the researchers hope to provide evidence that can guide policy, support teachers, and ultimately protect students. The team is working with an advisory group, including public health officials, educators, and community organizations, to develop recommendations and next steps based on final survey results.
One such recommendation will likely be integrating comprehensive sex education training into teachers' college programs-a popular request and huge need based on the team's previous work and early survey data, according to CARE study research specialist Stéphanie Black.
"Many teachers have already reported having to do a lot of legwork to educate themselves before they can confidently teach these subjects," she explains. "Preparing teachers during their university classes could help increase their knowledge of the subject and build their confidence to deliver it. "
The CARE study may also yield findings to inform future policy changes. In Saskatchewan, a judge initially blocked a policy requiring parental consent for name and pronoun use, citing potential Charter of Rights violations. However, Premier Scott Moe invoked the notwithstanding clause to pass the law anyway-a move researchers say could have long-term consequences for student mental health and educational equity.
"We're hopeful this research will help inform future policy discussions," Salway says. "Teachers deserve reassurance not only that there won't be legislative barriers to affirming students' identities and delivering comprehensive sex ed, but that there will be resources to support these important components of inclusive classrooms."
SFU experts available
TJ SALWAY, associate professor, health sciences, director of the REAFFIRM Collaborative, an interdisciplinary team studying effects of 2S/LGBTQ identity (in)validation
STÉPHANIE BLACK, research assistant, Sexual and Mental Health Applied Research Team (SMHART)
SARAH WATT, research co-ordinator, Sexual and Mental Health Applied Research Team (SMHART), classroom-based sexual health educator
