Abstract
ABSTRACT This study explored school Australian teachers’ beliefs towards, and comfort around, socialising with same-sex attracted and trans and gender diverse people, as well as beliefs aboutinclusive school-based policy and other school strategies to enhance the wellbeing of same sex attracted and trans and gender diverse students. Teachers (n = 109) in Australia demonstrated positive attitudes and beliefs towards, and comfort engaging with same sex attracted and trans and gender diverse people, although participants were significantly more positive in their reactions towards same sex attracted people. While participants were generally supportive of inclusive school strategies and policies, over half reported that policies that were inclusive of sexual and gender minorities were not implemented in their school. Less than one third of participants indicated inclusive education was included in the curriculum at their school. Ongoing professional development was identified as essential by almost all participants. Findings support the need for Australian government policy mandating inclusive education be included in the curriculum and whole school strategies.
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