[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596234-105":59,"doc-detail-596234-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","educators-reasons-for-not-practising-2slgbtq-inclusive-education","Educators’ Reasons for Not Practising 2SLGBTQ+ -Inclusive Education","","Analyzing educators’ self-reported reasons for not addressing 2SLGBTQ+ topics in Canadian K–12 schools, the study clarifies barriers that prevent participation in 2SLGBTQ+-inclusive education. Hierarchical OLS and logistic regression models assess how demographic, individual-based, and school-based factors shape reported inaction. The most frequently cited reasons are insufficient training/resources and fear of opposition from multiple sources. Educators who reported confidence in school-level support were less likely to name these barriers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educators-reasons-for-not-practising-2slgbtq-inclusive-education/596234/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educators-reasons-for-not-practising-2slgbtq-inclusive-education/596234.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article study regarding 2SLGBTQ+-inclusive education?","Question",{"text":112,"@type":113},"It examines educators’ self-reported reasons for not addressing 2SLGBTQ+ topics in their schools, aiming to identify barriers to engaging in supportive inclusive practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the barriers analyzed in the study?",{"text":117,"@type":113},"Using hierarchical OLS and logistic regression models to evaluate the impact of demographic, individual-based, and school-based barriers on educators’ likelihood of reporting reasons for inaction.",{"name":119,"@type":110,"acceptedAnswer":120},"What reasons for inaction are most commonly reported by educators?",{"text":121,"@type":113},"The most common reasons are lack of training/resources and general fear of opposition from various sources. Confidence in school-level support is associated with being less likely to cite these reasons.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596234,1792082694,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Educators’Reasons for Not Practising 2SLGBTQ+ -Inclusive Education  \nChristopher Campbell, PhD Candidate University of Manitoba  \nTracey Peter  \nUniversity of Manitoba  \nCatherine Taylor  \nUniversity of Winnipeg  \nAbstract  \nIn this article, we analyze educators’ self-reported reasons for not addressing 2SLGBTQ+ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in 2SLGBTQ+-supportive practices. Using hierarchical OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising 2SLGBTQ+-inclusive education,  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nwe 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 had confidence in the level of support for 2SLGBTQ+-inclusive education at the school level were less likely to give these as reasons for inaction.  \nKeywords: 2SLGBTQ+, teachers, educators, 2SLGBTQ+-inclusive education, K–12 schools  \nRésumé  \nDans le présent article, nous analysons les raisons déclarées par des éducateurs pour expliquer pourquoi ils n’abordent pas des sujets 2SLGBTQ+ dans leur école, afin de clarifier les obstacles qui les empêchent d’employer des pratiques inclusives soutenant la communauté 2SLGBTQ+. L’impact d’obstacles démographiques, personnels et scolaires à lamise en œuvre de l’éducation inclusive des personnes 2SLGBTQ+ a été analysé à l’aidedes modèles de régression linéaire hiérarchique (méthode des moindres carrés ordinaires [MCO]) et de régression logistique. Selon les résultats, le manque de formation et deressources, et la crainte générale d’oppositions diverses sont les raisons d’inaction les plus couramment déclarées par les éducateurs. Cependant, les éducateurs qui avaient confiance dans le soutien de leur école concernant l’éducation inclusive des personnes 2SLGBTQ+étaient moins susceptibles de donner ces raisons d’inaction.  \nMots-clés : 2SLGBTQ+, enseignants, éducateurs, éducation inclusive des personnes 2SLGBTQ+, écoles M–12  \nAcknowledgements  \nThis research is based on data from the Every Teacher Project on LGBTQ-inclusive Education in Canada’s K–12 Schools, which was supported by a Standard Research Grant from the Social Sciences and Humanities Research Council of Canada (2010 competition, \\#410-2011-0845) with additional funding from the Manitoba Teachers’Society, the University of Winnipeg, and Legal Research Institute at the University of Manitoba. Research ethics board approval for the project was received from the principal  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \ninvestigator Catherine Taylor’s institution, the University of Winnipeg, and subsequently from research team members’ institutions, the University of Manitoba (Tracey Peter, Janice Ristock, and Donn Short) and Concordia University (Elizabeth Meyer) .  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nMuch of the research on 2SLGBTQ+ 1-inclusive education and practices focuses on identifying the factors that motivate those who practice 2SLGBTQ+-inclusive education. In some ways, the question of how to promote 2SLGBTQ+-inclusive education has been seen as the question of how to motivate individual teachers to do it. As a result, these motivating factors are treated as being fundamentally important in planning successful curricular and extracurricular interventions. However, research that primarily focuses on what motivates or enables teachers to engage in practices of 2SLGBTQ+-inclusive education does not provide us with a full pictur","cbCaipbiDWsWduDw","https://ap.wps.com/l/cbCaipbiDWsWduDw","pdf",178080,28,"English","# Abstract\n# Keywords\n# Résumé\n# Acknowledgements\n# Introduction\n## Barriers and reasons for inaction","[{\"question\":\"What does the article study regarding 2SLGBTQ+-inclusive education?\",\"answer\":\"It examines educators’ self-reported reasons for not addressing 2SLGBTQ+ topics in their schools, aiming to identify barriers to engaging in supportive inclusive practices.\"},{\"question\":\"How are the barriers analyzed in the study?\",\"answer\":\"Using hierarchical OLS and logistic regression models to evaluate the impact of demographic, individual-based, and school-based barriers on educators’ likelihood of reporting reasons for inaction.\"},{\"question\":\"What reasons for inaction are most commonly reported by educators?\",\"answer\":\"The most common reasons are lack of training/resources and general fear of opposition from various sources. Confidence in school-level support is associated with being less likely to cite these reasons.\"}]","Educators’ Reasons for Not Practising 2SLGBTQ+ -Inclusive Education | PDF",71]