Representing and Supporting Children from Homosexual Families in the Elementary Classroom

This research focuses on the education and well-being of children from homosexual families in the classroom. This study explores how teachers are currently representing children from homosexual families, their understandings of these children’s experiences and the resources available to them to support their students. The study investigates the experiences of three educators in the Greater Toronto Area, one of whom shares her own experiences in schools. The findings indicate that there is currently a gap between what teachers are undertaking in their classrooms and what children from homosexual families would appreciate. The findings also highlight certain barriers that prevent teachers from introducing these topics such as their understandings of the topic, the lack of pre-service professional education and fears of stakeholder backlash. The four reported themes mirror the literature in the field: 1) the importance of teacher knowledge, 2) the need for early years education, 3) the need to create safe environments, and 4) the long-term impacts on children. This research paper encourages future teachers to seek out information and support these marginalized communities in their classrooms. It also provides suggestions and strategies on how to ensure a safe and inclusive environment for all