Grade seven teachers’ experiences using 2SLGBTQQIA+ inclusive lessons for physical and health education

There is a provincially mandated physical health education (PHE) curriculum in British Columbia (BC) that specifically outlines learning standards related to 2SLGBTQQIA+ concepts. Many teachers in BC are reluctant to implement this required curriculum. In response to this issue, the researcher of this study created a 2SLGBTQQIA+ classroom resource for three grade seven teachers who self-identified as not being comfortable with implementing the provincial health curriculum. The focus of this phenomenological research study was to examine the lived experiences and perceptions of these three teachers as they utilized this prepared 2SLGBTQQIA+ inclusive resource. Prior to the participants teaching with the resource, the researcher conducted semi-structured pre-interviews to gather data on their views regarding the PHE curriculum. The participants then participated in two 45-minute professional development sessions during which they learned how to use the new resource. After piloting the 2SLGBTQQIA+ inclusive resource in their classroom for a minimum of three lessons, the participants reflected on their experiences teaching with the resource in a semi-structured post-interview. This study used a phenomenological methodology. Data was collected through pre- and post-interviews was analyzed using descriptive and process coding. The findings of this study are organized into three major themes of equity, challenges, and support. Study recommendations include 1) providing 2SLGBTQQIA+ inclusive professional development; 2) introducing a PHE curriculum helping-teacher for the school district; and 3) revising the administrative procedures to eliminate the opt-out option for 2SLGBTQQIA+ lessons.