MAKING SCHOOLS SAFE AND INCLUSIVE: GAY-STRAIGHT ALLIANCES AND SCHOOL CLIMATE IN ONTARIO 1 - Study introduction and literature background

Oct 15, 2026

MAKING SCHOOLS SAFE AND INCLUSIVE: GAY-STRAIGHT ALLIANCES AND SCHOOL CLIMATE IN ONTARIO examines how gay-straight alliances (GSAs) affect school climate, safety, and inclusion for LGBTQ students in Ontario. Based on a survey of 41 educators working with GSAs, the study assesses policy change impacts and focuses on educators’ responses to harassment and bullying, GSAs in action, and advisor perspectives. Findings indicate that Ontario policy shifts have improved school climate and that GSAs support safer, more inclusive learning environments.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages37

Reading Time1 h 33 min

AccessFree to download

Introduction

Literature Review

MAKING SCHOOLS SAFE AND INCLUSIVE: GAY-STRAIGHT ALLIANCES AND SCHOOL CLIMATE IN ONTARIO 1 Julian Kitchen, Brock University, and Christine Bellini, OISE, University of Toronto Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAsin Canadian schools. This study, based on a survey of 41 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and that GSAs contribute to the development of safer and more inclusive schools. Introduction Gay-straight alliances (GSAs) have become flagships for safe schools initiatives in the United States (Lipkin, 1999) and Canada (Rayside, 2008) . While the grassroots development of GSAs has been slower in Canada (Rayside, 2008), GSAs have recently been acknowledged by provincial governments and school districts as instruments of inclusion and school safety. In Ontario, this shift in policy is reflected in a Ministry of Education [OME] equity and inclusion policy that places homophobia at “the forefront of discussion”(OME, 2009b, p. 7) of school safety initiatives. Bill 157 (OME, 2009a) encourages the formation of GSAs in secondary schools, while Bill 13 requires all publicly funded secondary schools (public and Catholic) to 1 This research is supported by a Dean's Research Initiative grant from the Dean of Education, Brock University. Thanks to Stephanie Tukonic for her assistance with the statistical analysis. allow students to establish GSAs. These initiatives demonstrate that the Ontario educational landscape for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth has changed considerably since GSAs first appeared in the 1980s. There have also been promising developments in Alberta (Wells, 2007), British Columbia (Pride Education Network, 2013) , and New Brunswick (Pride in Education, 2013) . In 2008, Rayside found that only 1% of Canadian schools had such groups, but there are hundreds in secondary schools today. The number, size, and influence of GSAs are likely to grow now that the provincial government has identified the formation of GSAs an effective means of protecting and supporting sexual minority students in schools. While American research suggests that GSAs have a positive impact (Lipkin, 1999; Lee, 2002; Griffin, Lee, Waugh, & Beyer, 2004), there is little research on GSAs in Ontario schools let alone on the impact GSAs are having on safety and inclusion. As the Canadian context differs markedly from that in the United States, evidence from provinces such as Ontario can help inform policy discussions and evidence-based practices. Our current and ongoing research,“Gay-Straight Alliances and Homophobic Bullying in Ontario Schools: Perspectives of Educators Working with GSAs” offers the perspectives of GSA advisors on this issue. The first stage of the study, which is examined in this paper, involved an on-line survey of41 GSA advisors; during the second stage, 14 survey participants were interviewed. The purpose of this study is to examine LGBTQ inclusion and safety from the perspective of GSA advisors. In particular, we examine (1) school climate, harassment, and bullying; (2) the response of educators to harassment and bullying; (3) GSAs in action; and (4) GSA advisors and membership. The information and insights provided by these advisors, who are generally at the forefront of LGBTQ issues in their schools, offer a window into school climate for sexual minority youth and the impact GSAs are having on safety and inclusion. The educators serving as GSA advisors strongly endorse the view that GSAs and policies that promote the formation of GSAs make a positive difference for

FAQs

What is the main focus of the study on GSAs in Ontario schools?

The study examines LGBTQ inclusion and safety from the perspective of GSA advisors, including school climate, harassment and bullying, GSAs in action, and advisor roles and membership.

How was the research conducted?

It is based on a survey of 41 educators working with GSAs, with additional interviews in a second stage involving 14 survey participants.

What do the preliminary findings suggest about policy changes and school outcomes?

The findings suggest recent Ontario policy changes positively affected school climate for LGBTQ students and that GSAs contributed to improved school safety and inclusion.

Oct 15, 2026

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