Sexual and gender diversity is increasingly addressed in the public space. The acronym LGBTQ+ (which designates lesbian, gay, bisexual, trans, queer or other people) has been commonly used for several years and it is now possible to obtain a non-binary mention (X) on certain official documents in Quebec.
While Florida recently approved a policy prohibiting the teaching of topics related to sexual orientation and gender identity in all classrooms, The duty made an inventory of the situation in Quebec schools.
One thing is certain: despite a very inclusive program, issues related to gender identity seem likely to still be the subject of some discomfort in the network. It was not possible to obtain an interview with the Ministry of Education and Higher Education despite our requests, but the latter sent some responses by email.
The Center de services scolaire de Montréal, the Center de services scolaire Marie-Victorin, in Montérégie, and the Center de services scolaire Harricana, in Abitibi, also refused to grant us an interview to discuss their approaches in the matter.
According to Julie Descheneaux, doctoral student in sexology at UQAM, teachers are generally “fairly comfortable” teaching about sexuality, particularly the theme of sexual stereotypes. “But often what we hear is that their ease will decrease when there are students who are questioning their own gender identity, because in this case, we really want to protect the students. and we are afraid of making mistakes”, she illustrates.
For Vicky Labelle, development officer in sexuality education at the Center de services scolaire des Portages-de-l’Outaouais (CSSPO), it is normal that teachers feel less equipped for this type of situation.
“Between giving a workshop on sexual and gender identity to students and doing an intervention, we are not in the same approach. Hence the importance of training school staff and having a support policy for students of sexual and gender diversity, she argues.
Appropriate route
In Quebec, notions related to gender identity begin to be taught in class from elementary school. These lessons are currently included in the mandatory content in sexuality education, a program in place since 2018.
“We tackle the issue of sexual orientation more from the 6e year, but the question of gender is tackled earlier, because it is a questioning that the pupils will have earlier in their lives. We [en] therefore speak from the 1D year, with the question of stereotypes and sexual roles,” explains Julie Descheneaux, from UQAM.
The researcher on sexuality education practices points out that the content presented in schools is adapted to each level and according to the psycho-sexual development of children. ” At the beginning [en 1re année], it’s very much rooted in thinking about and raising awareness of sexual roles in general. It can be the sexual roles of the parents, the trades that can be done later, often through the trades of the immediate family, ”she cites as an example.
The experts contacted by The duty are unanimous in affirming that it is appropriate to introduce these themes from the first years of school.
“Young people are able to identify their gender from the age of 2-3 years. So, starting to talk about it in elementary school makes sense, because they probably already have questions,” argues Annie Pullen Sansfaçon, professor at the School of Social Work at the University of Montreal and holder of the Canada’s research on transgender children and their families.
In 3e year, we talk about, among other things, the influence of stereotypes on behavior; in 4e, positive and negative attributes associated with each gender; then, in 6e year, the definitions and manifestations of sexism, homophobia and transphobia.
“The young person must be able to understand that it is okay to have interests that do not typically correspond to the original sex at birth. […] It’s good for him because it helps answer his questions. If we don’t talk about it, that’s when the young person could start to feel bad about their interests, ”continues Ms.me Pullen Sansfaçon.
Open to difference
Sex education in high school, Dominique Lacasse has been teaching it for more than 20 years. The teacher and pedagogical adviser in a secondary school at the Center de services scolaire de la Capitale (CSSC) is notably responsible for an optional sexuality education program, which in a way enhances the mandatory content of the Ministry of Education.
” [Dans ce cours à option], we will approach gender identity and sexual orientation through situations where the young person must position himself. For example: how would you react if your father told you that he was in love with a man? she says.
The discussions, led in small groups, then continue with the whole class to open the discussion. ” [On se demande] what are our reactions. Why do we have these reactions? What emotions does it seek in us? she continues.
Then, there are also the notions of gender identity specific to the students, which are in a way taught in an “indirect” way, testifies Mme Lacasse. “When we talk about romantic relationships, attraction and desire, we have no choice but to have an open discourse so that our attractions can be varied, that we don’t have the obligation to in a box. »
For Annie Pullen Sansfaçon, the integration of concepts related to gender identity and sexual diversity in the classroom aims above all to normalize these subjects for all children. She strongly argues that there is no risk that these lessons will influence students to identify differently than they individually feel: “Children of gender and sexual diversity are still very marginalized. It’s not a position you want to put yourself in if you don’t feel the need to be. »
“No one is going to want to go to school in clothes that don’t make them feel good, especially as teenagers. Young people who question themselves after having had a course in sexuality education surely already had questions. And then, it precisely allowed them to give meaning to something they were experiencing, ”she says.
Parents’ rights
New Brunswick transgender and non-binary students under the age of 16 will soon need parental consent to have their preferred first name (or pronoun) officially used in record keeping and day-to-day school administration. The rule, which will come into effect in July, was passed after the government revised its policy on gender identity and sexual orientation.
When asked what approach is advocated with parents in Quebec, the Ministry of Education referred The duty a guide intended for schools — a guide which provides, in particular, that it is necessary to obtain the consent of students aged 14 or over before involving their parents in interventions related to name changes and mention of sex.
“Respecting confidentiality is of paramount importance for trans or non-binary students. It is important that school stakeholders verify the explicit needs and wishes of the student (and his or her parents if the student is under 14 years old), in terms of confidentiality,” the ministry wrote in an email. .
The CSSPO’s sexuality development officer, Vicky Labelle, confirms that this is the approach recommended in schools. “The age of 14 is a scale in relation to confidentiality and privacy. But beyond that, it will always be handled on a case-by-case basis. We really go there with the concerns and needs of the student,” she says.
The professionals interviewed by The duty all affirm that the approach with the parents is far from being settled: the intervention will indeed depend on the age of the student, his needs and his openness to discuss with his parents. However, their participation is desired in order to provide family support — as long as it does not endanger the student’s safety.
“In general, it will be really beneficial for a child who is going through a gender transition to have a parent who goes with them. In the best of all possible worlds, of course we want the parents to be there,” says the holder of the Canada Research Chair in Transgender Children and Their Families, Annie Pullen Sansfaçon.
“That said, there are still a lot of parents who are not going to accept an identity that is different from what they expect for their child. […] There are cases where this information is disclosed to the parents, but it will put the young person at risk, ”she nuances.
Teacher Dominique Lacasse confirms that all is not rosy for young people of sexual and gender diversity. “Yes, we are in a more open society. Despite everything, it is still very rare that the coming out of a young [se déroule] perfectly,” she says.
There is little statistical data on young people of sexual and gender diversity in schools. But studies indicate that people of all ages across this diversity are more likely to experience victimization, whether online or in person.
Students eager to learn
While many applaud the presence of themes related to gender identity and sexual diversity in the current school curriculum, others believe that these are discussions that should take place at home, at the discretion of parents.
Dominique Lacasse notes, however, that students are very receptive — and curious — to learn more about sexuality in class. During lessons, classroom discipline suddenly becomes much easier, she laughs.
“They are curious, they want information, so they listen. Several students will ask him questions to understand LGBTQ+ acronyms and what androgyny is, for example.
For Julie Descheneaux, doctoral student in sexology at UQAM, teaching sexuality is an integral part of the role of Quebec schools. “The advantage of having a formal sexuality education program is that you have a common and collective tool to know what you are addressing and how you are addressing it. These delicate questions are part of everyday life, but also of school. Not having a program is a bit turning a deaf ear,” she concludes.