Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)


Liberal Studies


Liberal Studies

First Advisor

Patricia Whang


Full inclusion within classroom and school environments has been a topic within education for some time. Research has identified ways to make the general education classroom as inclusive as possible, while still continuing to provide the least restrictive way of educating students. However, the inclusion of Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning + perspectives and curriculum in public education has showed little to no improvement. An argument is made that when an inclusive LGBTQ+ curriculum and school environment is provided; students are more likely to succeed academically and feel safer while attending school. In order for all students to thrive within school and feel a sense of belonging, they must see themselves and see the importance of what is being taught. Considerations of the issue should include the perspectives of teachers, counselors, and community resource members, because they are primarily the ones involved in fulfilling the curriculum, providing a safe environment and may offer resources on how curriculum and school environment go hand and hand for the students. Based on an analysis of the interviews and the research literature, three action options emerged as ways to improve LGBTQ+ inclusive curriculum and school environment. Providing teachers with LGBTQ+ development days and creating a GSA club on every school campus is arguably the most effective way to achieve the goals of a fully inclusive school curriculum and environment.