Each day, school staff have the opportunity to affirm the identities, dignity and rights of the students they serve by building trusting, supportive relationships and centring student voice in ways that strengthen belonging and well-being. 2S/LGBTQIA+ students in Ontario schools may experience discrimination and marginalization in varied and intersecting ways; intentional, ongoing efforts to create inclusive and affirming spaces help foster connection, support mental wellness and enhance their capacity for learning.

What the research tells us

In 2021 Egale conducted a survey with Canadian youth in grades 8-12. A major finding of the “Still in Every Class, Still in Every School” report was that 2S/LGBTQIA+ youth with supportive adults both inside and outside the home are four times more likely to have feelings of good or excellent mental health. When 2S/LGBTQIA+ youth are allowed to thrive and be themselves in affirming environments, they also get opportunities to just be kids.

• In schools that have made efforts to introduce LGBTQ-inclusive policies, GSAs (Gender and Sexuality Alliance) and even some LGBTQ-inclusive curriculum, the climate is significantly more positive for sexual and gender minority students. 
• Youth most commonly emphasize acceptance, communication, emotional and material supports, willingness to learn and unconditional love as traits of an affirming adult 
• Students in schools with a policy prohibiting all anti-LGBTQ+ bullying were most likely to report their school as LGBTQ+-affirming (69%). 
• Access to a supportive environment with similar people, or a space that is both 2S/LGBTQ-positive and affirms their racialized identity, can help mitigate the negative effects of stress and discrimination on health, as involvement in a non-stigmatizing environment allows for positive revaluation of stigmatized identity. This has been viewed by many marginalized people as an essential contributor to good health outcomes. 
• In the Sexual and Gender Diversity in Canada: A Revealing National Survey ,2S/LGBTQIA+ individuals “considered social media and the web to be beneficial in exploring, accepting, or affirming their gender identity and/or sexual orientation. Despite these benefits, online spaces are three times more likely to expose diversity respondents to cyberviolence (32%) compared to the general population (10%).” 
• Gender and Sexuality Alliances with positive impacts on youth were youth-led and adult-supported. GSAs fulfilled the role of providing social-emotional supports and were overall positively regarded as school-based resources.

The continued need for more supports and services for students who identify as 2S/LGBTQIA+ was highlighted by students in the 2021 #HearNowON survey. This aligns with similar recommendations from students in #HearNowON 2019 that noted the importance of honouring diversity and prioritizing inclusion and belonging in school mental health.   

Why this is important  

For many 2S/LGBTQIA+ students, school can be a place where they begin to explore who they are and where acceptance can make all the difference. When students see themselves reflected in what they learn, have their identities affirmed and feel that they are supported, their mental health and sense of belonging can grow stronger. 

When teachers use my pronouns and make space for all identities in class, it feels like I belong here.
– Ontario secondary student, #HearNowON, 2021 

Having the support of affirming adults is not only a protective factor against serious mental health outcomes such as self-harm or suicidal behaviour, but it also has positive effects for a young person’s future in terms of their education, employment and economic opportunities, and the sense of self-esteem and self-worth that they carry into adulthood (Egale, p. 28).

Supporting 2S/LGBTQIA+ student wellness

Mentally healthy schools promote the wellness of 2S/LGBTQIA+ students by: 

• affirming gender identity and expression in resources, policies, in everyday communication and across the whole school environment 
• ensuring inclusive curriculum and representation numerous times across subjects and learning materials 
• creating supportive spaces like GSAs or affinity groups that foster opportunities for connection, engagement and peer support 
• training all staff to use inclusive language, challenge biases and respond to discrimination 
• engaging families and caregivers in co-learning and collaboration, when supportive and appropriate 
• partnering with 2S/LGBTQIA+ organizations to be collaborative and responsive to the needs of staff, families and students 

From awareness to action 

Creating mentally healthy schools for 2S/LGBTQIA+ students means: 

• reflecting deeply on your own personal values, beliefs and biases – this is an important step toward providing identity-affirming and culturally responsive support to every student, and can help you to recognize the value of the wisdom and expertise of students over their own needs and lived experiences 
• reviewing and establishing policies, facilities and forms that ensure inclusivity of gender identity and expression 
• integrating inclusive teaching materials that reflect affirming language, diverse families and relationships 
• being prepared to navigate pushback by staying grounded in policy, law and student well-being (Egale, 2024, p.2) 
• responding promptly to homophobia, transphobia or bullying with restorative, educational approaches that centre well-being and reinforce an affirming school climate and culture 
• supporting ongoing professional learning on 2S/LGBTQIA+ inclusion for all staff 
• celebrating Pride and 2S/LGBTQIA+ visibility throughout the school year—not just in June 

When belonging and inclusion are part of the everyday school culture, 2S/LGBTQIA+ students can thrive academically, socially and emotionally.

A shared responsibility 

Supporting 2S/LGBTQIA+ student mental health is a collective effort: 

• School staff and leaders model and advocate for inclusion, empathy and allyship. 
• Schools foster affirming spaces where every student can confidently and comfortably express who they are. 
• Families and caregivers act as partners in creating open, supportive environments. 
• Community organizations bring expertise, resources and culturally relevant support to strengthen care networks. 

Resources to support 2SLGBTQIA+ students 

• Classroom resource
• Social media graphics

2S/LGBTQIA+ Student Mental Health Social Media Bundles

• Tip sheet

Caring Adults: Supporting 2S/LGBTQIA+ Students

• Classroom resource
• Social media graphics

Equity and Allyship Social Media Bundles

• Guide/tool

Identity-Affirming School Mental Health Frame

Support

If you or someone you know is 2S/LGBTQIA+ and needs support: 

• LGBT YouthLine 
  Peer support and resources for 2S/LGBTQIA+ youth in Ontario. 
  text 647-694-4275, or visit youthline.ca. 
• Egale Canada 
  National organization advancing 2S/LGBTQIA+ inclusion and mental health support. 
  Visit egale.ca/inclusive-schools/#tab-schools-overview. 
• Trans Lifeline 
  A trans-led organization that connects trans people to the community, support, and resources they need to survive and thrive. Peer support and crisis line for trans and nonbinary individuals. 
  Call 1-877-330-6366, or visit translifeline.org. 
• PFLAG Canada 
  Support and information for families and allies of 2S/LGBTQIA+ people. 
  Visit pflagcanada.ca. 
• Kids Help Phone  
  24/7 counselling and text support for youth. 
  Call 1-800-668-6868 or text CONNECT to 686868.