LGBTQ+ Identity Affirmation in International Schools: An Ethical Framework for Educators

Abstract

Educators are increasingly facing questions around LGBTQ+ equity and belonging in their practice, and they may struggle to identify a position that does justice to the weight of these matters. Those with limited training and experience in LGBTQ+ equity work may find that relying on popular opinion or a search engine to develop answers feels unprofessional at best, and potentially dangerous at worst. This article proposes instead a conceptual framework with which to consider four prominent ethical lenses that educators may use in evaluating LGBTQ+ matters: professional, cultural, legal, and health and safety. The purpose of the framework is to apply these lenses to support equity, belonging, and identity affirmation for LGBTQ+ students. Each lens is laid out with relevant research and is designed with the specific context of international schools in mind, including those operating within socially conservative settings. The framework serves as a practical tool for conscientious educators seeking guidance to carefully and intentionally address varying perspectives around the sensitive and important topic of LGBTQ+ identity affirmation in schools.