University Of Tasmania
129962 - Beyond safety - Final author version.pdf (147.03 kB)

Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools

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journal contribution
posted on 2023-05-19, 23:32 authored by Ruby GrantRuby Grant, Kim BeasyKim Beasy, Sherridan EmerySherridan Emery, Bianca ColemanBianca Coleman
Australian and international research consistently indicates that inclusive school cultures improve the educational outcomes and health and wellbeing of lesbian, gay, bisexual, transgender and intersex (LGBTI) students. Little is known, however, about how Tasmanian school staff are supporting LGBTI students or the needs of teachers and school staff in creating and sustaining inclusive school environments. To address this knowledge gap, this paper reports on findings from a qualitative inquiry conducted with teachers and school staff. Drawing on Szalacha’s (2004. “Educating Teachers on LGBTQ Issues.” Journal of Gay & Lesbian Issues in Education 1 (4): 67–79. doi:10.1300/ J367v01n04_07.) three paradigms of LGBTI-inclusive education practices, this study found that teachers and school staff employ Safety and Equity approaches in an education system where there is little time or resources given to knowing and understanding relevant policy focused on supporting LGBTI students. We argue that the school staff’s perception of school and departmental policy influences how they understand what is expected and what is possible in supporting LGBTI students. Findings from this study point to the need for inclusive education policies that inform and support teachers and foster potential for more critical approaches to equity and diversity.


Publication title

International Journal of Inclusive Education








Faculty of Education



Place of publication

United Kingdom

Rights statement

Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Inclusive Education on 13/12/2018, available online:

Repository Status

  • Restricted

Socio-economic Objectives

Gender aspects in education; Pedagogy; Gender and sexualities