Increasing ELA Teachers’ Confidence Regarding LGBTQ+ Inclusion Through Professional Development

Authors

DOI:

https://doi.org/10.5195/ie.2025.578

Keywords:

diversity in education, teaching methods, professional development, ELA pedagogy, LGBTQ inclusion

Abstract

This article addresses the prevalent hesitancy among English Language Arts (ELA) educators to incorporate LGBTQ+ authors and perspectives due to discomfort and fear of backlash from students, parents, and administration. Building on Chapter 5 of the author’s dissertation, the article proposes a professional development plan to equip teachers with practical strategies to navigate challenges related to LGBTQ+ inclusion in ELA classrooms. Central to this plan are role-play sessions designed to enhance educators’ confidence and skills in de-escalating confrontations. Empirical findings demonstrate that after targeted training, teachers report increased comfort and effectiveness in managing opposition to LGBTQ+ content. This research highlights the importance of preparatory support in fostering inclusive curricula and emphasizes the potential of professional development to promote equitable and affirming educational environments.

References

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Published

2025-11-11

How to Cite

Mustaccio, N. (2025). Increasing ELA Teachers’ Confidence Regarding LGBTQ+ Inclusion Through Professional Development . Impacting Education: Journal on Transforming Professional Practice, 10(4), 23–29. https://doi.org/10.5195/ie.2025.578

Issue

Vol. 10 No. 4 (2025): EdD-Activism: The Dissertation in Practice and Beyond

Section

Themed- EdD-Activism: The Dissertation in Practice and Beyond

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Copyright (c) 2025 Nicole Mustaccio

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