Abstract
Many studies report that sexual and gender minority youth face homonegativity at school. Today schools are expected to uphold the principle of inclusive education for all students, including LGBT+ students.
It is well established that LGBT+ students often encounter negative experiences. This has negative effects on their well-being and cognitive learning.
Teachers, therefore, should advocate for LGBT+ students. This study presents findings from a survey taken by 548 teachers in Czech lower-secondary and higher-secondary schools.
Teachers described the climates in their schools, responded to statements about educational requirements, and evaluated three school case scenarios. Most teachers indicated that respect and safety of all students, including LGBT+ students, is paramount.
However, attitudes toward sexual and gender minorities were found to vary among teachers. As a result, it appears that more training about sexuality and gender topics in Czech schools is warranted.