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Inclusion and Social Justice for Gay, Lesbian, Bisexual, and Transgender Members of the Learning Community in Queensland State Schools

  • Matthew Thomas Michaelson (a1)
Abstract
Abstract

Although schools are meant to be safe learning environments for all children, some children are not afforded equal access to the protection of their safety and security. Every day, children who might be same-sex attracted are confronted with a unique set of challenges that are not being adequately addressed by the administrators of educational institutions. Despite increasingly positive shifts in Western societal feelings about homosexuality, educators continue to fail to implement inclusive practices and social justice for children who identify as gay, lesbian, bisexual, and transgender (GLBT).

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Corresponding author
*Address for Correspondence: Matthew Michaelson, Queensland University of Technology, Brisbane QLD 4001, Australia.
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Journal of Psychologists and Counsellors in Schools
  • ISSN: 2055-6365
  • EISSN: 2055-6373
  • URL: /core/journals/journal-of-psychologists-and-counsellors-in-schools
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