FIRST EDITION

COMPREHENSIVE SEXUAL
HEALTH EDUCATION AND
2SLGBTQ + INCLUSION IN
CANADA AND BEYOND
Translating Knowledge Into Action
 FIRST EDITION

COMPREHENSIVE SEXUAL
HEALTH EDUCATION AND
2SLGBTQ+ INCLUSION IN
CANADA AND BEYOND
TRANSLATING KNOWLEDGE INTO ACTION

AUTHOR

Alana Tumber

EDITOR

Husayn Jamal
Library and Archives Canada Cataloguing in Publication

Title:
Comprehensive sexual health education and 2SLGBTQ+ inclusion in Canada and beyond:
translating knowledge into action / author, Alana Tumber; editor, Husayn Jamal.

Names:
Tumber, Alana, author.

Description:
First edition. | Includes bibliographical references.

Identifiers:
Canadiana 20230457290 | ISBN 9781777894467 (PDF) | ISBN 9781777894474 (HTML)

Subjects:
LCSH: Sex instruction—Curricula—Canada. | LCSH: Sex instruction—Government policy—Canada. | LCSH: Sex instruction for
teenagers—Government policy—Canada. | LCSH: Health education—Government policy—Canada. | LCSH: Education and
state—Canada. | LCSH: Sexual minority students—Education—Canada.

Classification:
LCC HQ57.6.C3 T86 2024 | DDC 613.9071/271—dc23

Page 3 of 35
Copyright © 2023 Federation of Canadian Secondary Students / Fédération des élèves du secondaire au Canada (FCSS-FESC)
and the Author.

NOTICE & DISCLAIMER: All rights reserved. No part of this publication may be reproduced in any form by any means without the
written consent of the FCSS-FESC and/or the Author. The FCSS-FESC and all persons involved in the creation of this publication
disclaim any warranty as to the accuracy of this publication and shall not be responsible for any action taken in reliance on the
publication, or for any errors or omissions contained in the publication. Nothing in this publication constitutes professional advice.

The FCSS-FESC has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred
to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

Federation of Canadian Secondary Students /

Fédération des élèves du secondaire au Canada (FCSS-FESC)
42 Sassafras St,
Kitchener, ON N2N 3S1

fcss-fesc.ca
hello-bonjour@fcss-fesc.ca
+1 (289) 408-8600

Page 4 of 35
LAND ACKNOWLEDGEMENT
This resource was created on unceded Indigenous lands,
known as Tiohti:áke in Kanien’kéha and Mooniyang in
Anishinaabemowin. The Kanien’kéha:ka Nation is recognized
as the custodians of the lands and waters of Tiohti:ake.
Tiohti:áke is historically known as a gathering place for many
nations, including the Kanien’kehá:ka of the Haudenosaunee
Confederacy, Huron/Wendat, Abenaki, and Anishinaabeg.
We acknowledge the violence and injustices that have been
perpetrated against Indigenous people in the past and that
continue to be perpetuated by historical colonial institutions
and contemporary settler interests which further devalue and
dispossess Indigenous peoples of their identities, knowledge,
and right to self-determination.
LAND ACKNOWLEDGEMENT
We recognize the role that education systems in Canada
have played in the oppression, cultural erasure, and
genocide of Indigenous peoples. Education systems must,
therefore, utilize a harm reduction framework through which
non-Indigenous peoples can become aware of the injustices
perpetrated against Indigenous peoples and nations. It is also
essential that non-Indigenous peoples become committed to
treaty partnerships with guidance from Indigenous leaders
and organizations. We stand in solidarity with Indigenous
people across Turtle Island and are committed to truth,
reconciliation, and collaboration.
Page 5 of 35
A NOTE ON ACRONYMS
The FCSS-FESC uses the acronym 2SLGBTQ+ to identify
those who claim any non-cisgender and/or non-heterosexual
identity. We recognize that as language evolves, new terms
and identities appear, and terminology that has fallen out of
use or were once deemed derogatory are reclaimed. We use
Page 6 of 35
the “+” to denote inclusivity, as we recognize that no acronym
will ever be able to capture the complexity, diversity, and
evolving nature of language used to describe gender and
sexual identities.
A NOTE ON ACRONYMS
TABLE OF CONTENTS

Land Acknowledgement..............................................................................................................................................................................4

A Note on Acronyms.....................................................................................................................................................................................5

01. Context and Rationale.........................................................................................................................................................................8

1.1. Introduction......................................................................................................................................................................................................10
1.2. Importance of Sexual Health......................................................................................................................................................................10

02. Comprehensive Sexual Health Education .....................................................................................................................................11

2.1. Common Areas For Improvement............................................................................................................................................................ 13

2.2. Content.............................................................................................................................................................................................................. 13
2.3. Delivery ............................................................................................................................................................................................................ 14
2.4. Accessibility .................................................................................................................................................................................................... 15
2.5. Indigenous Inclusion .................................................................................................................................................................................... 15

03. CROSS-CURRICULAR ANALYSIS ...................................................................................................................................................16

3.1. Alberta............................................................................................................................................................................................................... 17
3.2. British Columbia.............................................................................................................................................................................................. 19
3.3. Manitoba........................................................................................................................................................................................................... 21
3.4. New Brunswick..............................................................................................................................................................................................22
3.5. Newfoundland And Labrador....................................................................................................................................................................23
3.6. Nova Scotia.....................................................................................................................................................................................................24
3.7. Ontario..............................................................................................................................................................................................................25
3.8. Prince Edward Island...................................................................................................................................................................................26
3.9. Québec............................................................................................................................................................................................................ 27
3.10. Saskatchewan................................................................................................................................................................................................28
3.11. The Territories................................................................................................................................................................................................29
3.11.1. Yukon...................................................................................................................................................................................................29
3.11.2. Northwest Territories .....................................................................................................................................................................29
3.11.3. Nunavut..............................................................................................................................................................................................29

04. Provincial And Territorial Report Card .......................................................................................................................................... 30

05. QUEERING EDUCATION IN CANADA............................................................................................................................................ 32

5.1. Organizations ................................................................................................................................................................................................ 33

5.2. Resources and Further Reading ............................................................................................................................................................ 34
 CHAPTER 01

CONTEXT AND
RATIONALE
The Federation of Canadian Secondary Students / Fédération Historically, sexual health education in Canada has:
des élèves du secondaire au Canada (FCSS-FESC) is
an entirely non-partisan youth-led charity that provides
01 Classified human sexuality as a “sensitive topic”
opportunities for secondary and CÉGEP students in Canada
to become active stakeholders and advocates for positive
change within the education system. While many provinces Prioritized abstinence and utilized shame-based
02
language to stigmatize human sexuality
and territories have established educational policy that
protects students from discrimination and bullying on the
basis of sexuality and gender identity, there is a distinct lack 03 Excluded 2SLGBTQ+ communities
of curricula that is inclusive of diverse sexualities, gender
identities, and gender expressions. Provided biased, un-scientific information about
04
sex and sexuality
Though studies have shown that implementing 2SLGBTQ+
inclusive curricula is correlated with lower reports of bullying
and improved academic and mental health outcomes for Our cross-national study of Canadian secondary curricula
students, topics concerning gender and sexuality are most identified many inconsistencies and gaps within health
often relegated to health and physical education curricula – education courses. In this report, we will outline our findings
if they are discussed at all. When gender and sexuality are for each province and territory.
discussed in the context of health curricula, the quality of
and access to comprehensive sexual health education varies
across the country.

Schools need to do more than respond to harassment. Failing

to develop inclusive curricula contributes to 2SLGBTQ+
erasure. When queer theory is used alongside intersectional
feminist, decolonial, and anti-racist pedagogies and theories,
education has the potential to expose binary modes of
thinking, and platform queer stories and histories.1

Sexual health is important for achieving overall health

and well-being. Access to comprehensive sexual health
education has been identified as a key component in
empowering students to make informed decisions about
their sexuality, relationships, and sexual health. Access to
comprehensive sexual health education is one of the most
important issues facing Canadian educational systems today
and requires immediate action from Ministries of Education
to develop, implement, and protect comprehensive sexual
health education in schools.

1 Darla Linville et al, “Queering Education: Pedagogy, Curriculum, Policy” (2017), Bank Street Occasional Paper Series Working Paper No 37 at 8.

CONTEXT AND RATIONALE Page 9 of 35

1.1. Introduction
In Canada, education is funded and overseen by provincial,
territorial, and local governments. For this reason, educational
content, competencies, and policy vary from province to
province. On a policy level, most provincial and territorial
governments have implemented some form of policy to
protect 2SLGBTQ+ students, faculty, and families from
discrimination, however, the integration of topics related to
gender and sexuality in educational curricula is lacking across
the country. Education in Canada is largely inconsistent, and
this inconsistency is particularly pronounced in the sexual
education components of Health and Physical Education
curricula. Since each province has different sex education
curricula, there is no agreement on what ages mandatory sex
education should be taught – or whether sexual education
should be mandatory at all.
1.2. Importance of
Sexual Health
Sexual health plays an important factor in achieving overall
health and well-being. The World Health Organization (WHO)
defines health as “a state of complete physical, mental and
social well-being and not merely the absence of disease
or infirmity.”2 The WHO’s definition of health is holistic and
acknowledges that biomedical approaches to health do not
adequately encompass the mental and social factors that
contribute to overall health and wellness. Similarly, WHO
defines sexual health as
…a state of physical, emotional, mental, and social well-
being in relation to sexuality; it is not merely the absence
of disease, dysfunction, or infirmity. Sexual health
requires a positive and respectful approach to sexuality
and sexual relationships, as well as the possibility of
having pleasurable and safe sexual experiences, free of
coercion, discrimination, and violence. For sexual health
to be attained and maintained, the sexual rights of all
persons must be respected, protected, and fulfilled.3
The WHO’s definition of sexual health recognizes that sexual
health is integral to overall physical, emotional, mental, and
social well-being. It should also be noted that the WHO
specifically notes that the ability to achieve sexual health and
well-being depends on one’s ability to access high-quality
education about sex and sexuality.4
Human rights instruments established by the United Nations
such as the Convention on the Elimination of Discrimination
Against Women,5 the Convention on the Rights of the Child,6
and the International Covenant on Economic, Social, and
Cultural Rights7 have recognized access to comprehensive
sexual education as a human right. Research shows that
having access to comprehensive sexual health education
is an important factor to minimizing the risk of sexually
transmitted infections (STIs), unwanted pregnancies, and
gender-based and sexual violence.8 Not only do gender and
sexuality-inclusive curricula promote positive environments
and respect for all, but they are also important for improving
health outcomes for all students. From a human rights
perspective, governments have the responsibility to
implement comprehensive sexual health education that is
scientifically accurate, and accessible to students.

2 Constitution of the World Health Organization, 22 July 1946, 14 UNTS 185, (entered into force 7 April 1948, accession by Canada 29 August 1946).
3 “Sexual and Reproductive Health and Research: Defining Sexual Health” (2006), online: World Health Organization <www.who.int/teams/sexual-and-
reproductive-health-and-research/key-areas-of-work/sexual-health/defining-sexual-health>.
4 Ibid.
5 Convention on the Elimination of Discrimination Against Women, 18 December 1979, 1249 UNTS 13 (entered into force 3 September 1981, accession by
Canada 1981).
6 Convention on the Rights of the Child, 20 November 1989, 1577 UNTS 3 (entered into force 2 September 1990, accession by Canada 1999)..
7 Covenant on Economic, Social, and Cultural Rights, 16 December 1966, 993 UNTS 3 (entered into force 3 January 1976, accession by Canada in 1976).
8 Eva F Goldfarb & Lisa D Lieberman “Three decades of research: The case for comprehensive sex education” (2020) 68:1 J Adolescent Health 13 at 16;
UNSECO Education Sector, International technical guidance on sexuality education: An evidence-informed approach, 2nd revised ed (Geneva: UNESCO,
2018) at 28 [ITGSE].

Page 10 of 35 CONTEXT AND RATIONALE

 CHAPTER 02

COMPREHENSIVE
SEXUAL HEALTH
EDUCATION
Comprehensive sexual health education does more than
focus on negative health outcomes and instead takes a
well-rounded, balanced approach to teaching sexual health.
Building off UNESCO’s International Technical Guidance on
Sexuality Education (2018) and SIECCAN’s Guidelines for
Sexual Health Education (2019), Comprehensive Sexuality
Education (CSE) is a curriculum-based process of teaching
and learning about the cognitive, emotional, physical, and
social aspects of sexuality. It aims to equip children and
young people with knowledge, skills, attitudes, and values
that will empower them to: realize their health, wellbeing, and
dignity; develop respectful social and sexual relationships;
consider how their choices affect their own well-being and
that of others; and understand and ensure the protection of
their rights throughout their lives.9
To qualify as comprehensive sexual health education,
sexual education programs need to follow UNESCO’s
recommendations for sexual education curricula to be
scientifically accurate, incremental, age and developmentally
appropriate, culturally relevant and context-appropriate,
based in gender equity, designed with a human rights
approach, and comprehensive.10
9 ITGSE, supra note 8 at 16.
10 Ibid.
11 Sex Information & Education Council of Canada, Canadian Guidelines for Sexual Health Education (Ottawa: SIECCAN, 2019) at 7 [SIECCAN].
12 Ibid at 23–28.
Page 12 of 35
The Sex Information & Education Council of Canada’s
(SIECCAN’s) Canadian Guidelines for Sexual
Health are largely in agreement with UNESCO’s
recommendations but have incorporated guidelines
that are relevant to Canadian contexts. These include
calls for greater inclusivity in sexual health education,
and awareness of the intergenerational trauma and
the impact of colonialism on Indigenous Peoples.11
SICANN’s guiding principles for comprehensive
sexual health education state that curricula should:
1. “Be accessible, regardless of age, race, sex,
gender identity, sexual orientation, STI status,
geographic location, socio-economic status,
cultural or religious background, or housing
status;
2. Promote human rights, including respect for
the rights of others and autonomous decision
making;
3. Be scientifically accurate and uses evidence-
based teaching methods;
4. Be broad in breadth and depth, teaches a
variety of topics related to sexual health and
wellness;
5. Be inclusive of 2SLGBTQ+ people;
6. Promote gender equality and the prevention
of sexual and gender-based violence;
7. Incorporate a balanced approach to sexual
health education that is inclusive of the
positive aspects of sexuality and relationships,
in addition to the prevention of negative
health outcomes that impact sexual health and
wellbeing;
8. Be constantly evolving to incorporate
emerging issues related to sexual health and
well being; and
9. Be taught by educators who have the knowledge
to deliver CSE and who receive administrative
support to undertake this work.”12
COMPREHENSIVE SEXUAL HEALTH EDUCATION
A high volume of research has found that comprehensive
sexual health education contributes to positive health
outcomes for students. The impacts associated with
comprehensive sexual health education include delayed
sexual initiation; reduced risk-taking; increased condom and
contraception use; increased knowledge of sexual health,
gender-based and intimate partner violence, safer-sex
practices, HIV and STIs, and pregnancy risks; and positive
attitudes towards sexual and reproductive health.13
Providing compulsory, scientifically accurate information
about sexual health that is inclusive of all gender identities
and sexualities can save lives by empowering students with
information about how to cultivate self-advocacy and take
care of their bodies. Comprehensive sexual health education
can also help foster safer school environments and improve
academic outcomes for 2SLGBTQ+ students, who report
heightened rates of harassment and bullying in school settings
compared to their heterosexual and cis-gender counterparts.14
2.1. Common Areas
no province or territory in Canada meets the criteria for
comprehensive sexual health education as established by
UNESCO and SIECCAN. The variable quality of and access to
sexual health education is indicative of systemic inequities in
Canadian education systems.
2.2. Content
To qualify as comprehensive sexual health education, curricula
need to incorporate a depth and breadth of scientifically
accurate topics for student learning. Topics such as consent and
gender stereotyping have been incorporated into most updated
curricula. However, topics such as gender identity, abortion, and
sexual orientation are often glossed over, included as optional
lessons, or excluded from curricula entirely.
While topics such as consent and gender stereotyping have
been accepted and incorporated into sexual health curricula
with near universality, topics that are deemed “controversial”
are less likely to be included in sexual health education,
even in instances where curriculum documents claim to be
comprehensive. Many provinces and territories appropriate
the language of comprehensiveness and inclusivity but fail to

For Improvement follow these principles in practice.

Sexual health education across Canada is best described as

patchwork: a student’s ability to access high-quality sexual
health education is largely dependent on their location. While
the majority of provinces and territories have updated their
sexual health curricula in some capacity, Saskatchewan,
Manitoba, Newfoundland and Labrador, and Nunavut use
curricula that were last updated in the late 2000s at best
and the mid-1990s at worst. Though the majority of provinces
and territories across Canada have updated their sexual
health curricula within the past ten years, and many cite
comprehensive approaches in their curriculum documents,

13 ITGSE, supra note 8 at 28; Shannon D Snapp et al, “LGBTQ inclusive curricula: Why supportive curricula matter” (2015) 15:6 Sex Education 580 at 596;
Kathyrn E Flynn et al, “Sexual satisfaction and the importance of sexual health to quality of life throughout the life course of US adults” (2016) 13:11 J Sexual
Medicine 1642 at 1649.
14 SIECCAN, supra note 11 at 17; Tracey Peter, Cristopher P Campbell & Catherine Taylor, “Still in every class in every school: Final report on the second
climate survey on homophobia, biphobia, and transphobia in Canadian schools” (2021) at 12, online (pdf): Egale Canada <indd.adobe.com/view/
publication/3836f91b-2db1-405b-80cc-b683cc863907/2o98/publication-web-resources/pdf/Climate_Survey_-_Still_Every_Class_In_Every_School.pdf>
[Egale].

COMPREHENSIVE SEXUAL HEALTH EDUCATION Page 13 of 35

2.3. Delivery
Though SIECCAN and UNESCO are largely in agreement about
what guidelines need to be met to qualify as comprehensive
sexual health education, SIECCAN added a category to
monitor the delivery of sexual health education.15 No province
or territory in Canada monitors or evaluates its sexual health
education programming. Consequently, there is no way to
determine if educators are delivering the full range of curricular
content, nor are there any systems in place to determine if the
curriculum is successfully meeting student learning outcomes.
in 2019 a high school in St. John, New Brunswick allowed
its theatre to be rented for a screening of the anti-abortion
film Unplanned.20 These incidents raise concerns about
the quality and delivery of sexual health education across
Canada. Establishing a mechanism to monitor the delivery of
sexual health programming is a crucial step to ensuring sexual
health educators are qualified, well-trained, and delivering
information about sexual health that is scientifically accurate
and free from bias.

The fragmentation of sexual health education in Canada

has drawn the attention of human rights accountability
mechanisms such as the Committee on the Elimination of
Discrimination against Women (CEDAW) and the United
Nations Human Rights Council. In 2016, the CEDAW
Committee called on the Federal Government to standardize
sexual health education across the country and hold provincial
and territorial governments responsible for failing to provide
comprehensive sexual health education.16 In 2018, the United
Nations Human Rights Council in the Universal Periodic
Review echoed the CEDAW Committee’s calls to standardize
sexual health education across the country.17 While Canada
accepted the Universal Periodic Review’s recommendations,
there appears to be no action taken to address and fix the
inconsistencies in sexual health education across the country.

Having properly trained educators who will deliver the full

range of sexual health education is a concern. In 2017, a
Catholic school in Red Deer, Alberta was found to be showing
a video comparing abortion to the Holocaust to students,18 in
2018 students from Red Deer Catholic School district were
sent to the anti-abortion March for Life for a “field trip”,19 and

15 SIECCAN, supra note 11 at 28.

16 Committee on the Elimination of Discrimination against Women, Concluding observations on the combined eighth and ninth periodic reports of Canada,
UNCEDAWOR, 65th Sess, UN Doc CEDAW/C/CAN/CO/8-9 at para 37.
17 Working Group on the Universal Periodic Review, National report submitted in accordance with paragraph 5 of the annex to Human Rights Council
resolution 16/21* Canada, UNHRCOR, 13th Sess, UN Doc A/HRC/WG.6/30/CAN/1 (2018) at 22.
18 “Red Deer Catholic high school screens video comparing abortion to Holocaust” (10 April 2017), online: CBC News <www.cbc.ca/news/canada/edmonton/
red-deer-high-school-video-compares-abortion-holocaust-1.4065120>.
19 Anis Heydari, “Field trip to anti-abortion rally not a ‘good use of student time’: Alberta minister” (May 11 2018), online: CBC News <www.cbc.ca/news/canada/
calgary/red-deer-students-abortion-march-1.4659802>.
20 Hadeel Ibrahim, “Saint John residents angered by rental of high school to screen anti-abortion film”(22 August 2019), online: CBC News <www.cbc.ca/
news/canada/new-brunswick/anti-abortion-film-saint-john-high-school-right-to-life-1.5256824>.

Page 14 of 35 COMPREHENSIVE SEXUAL HEALTH EDUCATION

2.4. Accessibility
Accessibility is one of the biggest barriers to comprehensive
sexual health education in Canada. UNESCO and SIECCAN
both state that comprehensive sexual health education should
be available for all, regardless of age, race, socio-economic
status, gender identity, sexual orientation, STI status, religious
or cultural background, ability, or housing status.21 Having
established that sexual health education in Canada is largely
inconsistent and highly dependent on one’s geographic
location, there are further barriers that impede access to
sexual health education in Canada.
Many provinces and territories across Canada, including
Ontario, Alberta, Manitoba, and Prince Edward Island, have
policies in place that allow caregivers to exempt students
from learning about educational content that concerns
human sexuality. Human sexuality is often classified as a
“controversial” or “sensitive” topic, for this reason caregivers
are given the right to shield their children from sexual health
education. By prioritizing the rights of parents, student
rights are neglected. Opt-out policies prevent students
from accessing crucial information about their sexual health,
agency, and bodily autonomy.
Furthermore, for provinces and territories that have
implemented policies that promote inclusive, positive
environments for 2SLGBTQ+ students and faculty, classifying
human sexuality as a controversial or sensitive topic
undermines the commitments to safe, inclusive school
settings these policies claim to maintain.
21 ITGSE, supra note 8 at 16; SIECCAN, supra note 11 at 23.
22 Lezard, Percy et al, “MMIWG2SLGBTQQIA+ National Action Plan Final Report”, (April 2021), online (pdf): 2SLGBTQQIA+ Sub-Working Group <mmiwg2splus-
nationalactionplan.ca/wp-content/uploads/2021/06/2SLGBTQQIA-Report-Final.pdf> at 24.
23 Egale, supra note 14 at 12.
COMPREHENSIVE SEXUAL HEALTH EDUCATION
2.5. Indigenous Inclusion
Ministries of Education across Canada have been responding
to calls to action from the Truth and Reconciliation Commission
(TRC) and calls to justice from the National Inquiry into Missing
and Murdered Indigenous Women and Girls (NIMMIWG) to
decolonize educational curricula with varying degrees of
effectiveness (see: FCSS-FESC’s Indigenous Knowledge
and Representation in Canadian Curricula (2021)). In
the Missing and Murdered Indigenous Women and Girls
(MMIWG) and 2SLGBTQQIA+ National Action Plan (2021), the
2SLGBTQQIA+ Sub-Working Group found that Indigenous
2SLGBTQ+ individuals are often left out of national inquiries
and commissions due to hetero-centric and cis-centric bias
in research.22
2SLGBTQ+ Indigenous youth were found to be twice as
likely to report bullying and skip class due to feeling unsafe
in school environments.23 It is important to understand and
acknowledge that members of the 2SLGBTQ+ community
are not monolithic. Experiences of bullying and educational
systems are greatly impacted by intersectional identities. For
this reason, educational programming should divest from
white, male, cis-gender, and Eurocentric perspectives to
develop curricula that are inclusive of the diverse range and
experiences of 2SLGBTQ+ communities.
The 2SLGBTQQIA+ Sub-Working Group calls for Indigenous
2SLGBTQ+ voices to be included as part of Indigenous
history and knowledge in the education sector. Ministries
of Education should work in partnership with Indigenous
knowledge keepers, Elders, teachers, and organizations to
meaningfully centre Indigenous 2SLGBTQ+ voices in the
development of interdisciplinary and intersectional school
curricula that educates students about the intersections of
racism, homophobia, sexism, and transphobia.
Page 15 of 35
 CHAPTER 03

CROSS-CURRICULAR
ANALYSIS
This section is a comparative analysis of secondary school curriculum documents available for each province and territory. The
FCSS-FESC has provided recommendations to each Ministry of Education about how to improve sexual health education. This
section will provide an overview of existing sexual health education curricula in Canada, coupled with existing literature on
sexual health education in Canada.

It should be noted that at the time of writing (August 2022), many Ministries and Departments of Education were in the process
of updating or revising physical education, health, and wellness curricula. Our review is based on the curriculum documents that
were available at the time of writing.

3.1. Alberta
In Alberta, sexual health education is taught under the Health
and Life Skills (Kindergarten - Grade 9) and CALM: Career and
Life Management (Grades 10 –12) courses. Schools in Alberta
may begin to pilot the draft Health and Wellness Grade
4 – 6 curricula in September 2022. The new curriculum is
expected to be introduced in all Alberta schools by 2024. For
secondary students, CALM can be taken in either Grade 10, 11,
or 12. The CALM curriculum was last updated in 2002.
The renewed Grade 4 – 6 curriculum is a vast improvement
on the 2002 Health and Wellness curriculum. Despite
the improvement, available curriculum documents do not
acknowledge that gender and sexualities are spectrums, nor
do they outline what is specifically included in lessons related
to birth control and family planning. Though Grade 5 and 6
cover topics associated with pregnancy and birth control,
it is unclear if abortion is presented as an option for an
unwanted pregnancy. For these reasons, Alberta’s curriculum
appropriates the language of comprehensiveness without
delivering progressive educational outcomes.
Though the Alberta Bill of Rights includes sexual orientation,
gender identity, and gender expression as protected grounds,
and educational policy follows suit to protect 2SLGBTQ+
students and faculty from discrimination and bullying, the rights
of 2SLGBTQ+ students have historically been resisted in Alberta.
In 2009, the Alberta government implemented an amendment
to the Alberta Bill of Rights that required schools to give notice
to caregivers when content related to human sexuality was
going to be discussed in class. The Alberta Education Act
classifies human sexuality as “controversial” and “sensitive”
topics.25 The curriculum documents for health and wellness
courses include disclaimers about human sexuality. The
following disclaimer is taken from the CALM program of
study: “Instruction in human sexuality education requires
communication with parents about the learning outcomes,
topics and resources. All human sexuality outcomes have
been boldfaced and italicized in this course to assist in
identification of these outcomes.”26

The Health and Wellness curriculum documents for Grade 7 –

9 stress the importance of abstinence and expect students to
“identify the responsibilities and consequences”24 of sexual
activity. The shame-based language seen for Grade 7 – 9
students carry into the secondary level. The CALM course
is abstinence focused, does not discuss positive aspects of
sexuality, is not inclusive of 2SLGBTQ+ individuals, and is not
intersectional.

24 Alberta, Ministry of Education, Health and Life Skills Kindergarten to Grade 9 (2002) at 12, online (pdf): Alberta Education <education.alberta.ca/media/160196/
health.pdf>.
25 Education Act, SA 2012, c E-0.3, s 58.1.
26 Alberta, Ministry of Education, Career and Life Management (2004) at 4, online (pdf): Alberta Education <www.education.alberta.ca/media/160199/calm.
pdf>.

CROSS-CURRICULAR ANALYSIS Page 17 of 35

The 2010s were characterized by students calling for the right to establish gay-straight alliances (GSA), and to also gain the
ability to safely join GSAs without fear of school boards disclosing their membership to caretakers. In 2017, the (NDP) government
introduced legislation that requires school boards to allow students to establish GSAs and prohibits schools from disclosing
student involvement with GSAs.27 This legislation was rolled back after the United Conservative Party was elected in 2019.
Bill 8, the Education Amendment Act, passed in July 2019 to replace the former School Act. Bill 8 repealed protections for
2SLGBTQ+ students. Under Bill 8, schools can contact caregivers if their child joins a GSA, and there is also no time limit for
school administration to approve a request to form a GSA.28

STRENGTHS WEAKNESSES

1. Educational policy attempts to develop an overall
inclusive learning environment for 2SLGBTQ
students and their caregivers.
2. Updates to Health and Wellness curricula utilize
holistic language that do not stigmatize human
sexuality.
1. Sexual health education is not compulsory for
Alberta students.
2. Gender identity and sexual orientation are not
included in the CALM curriculum.
3. Sexual health education is not inclusive of diverse
gender and sexual identities.

27 Kim Trynacity, “Bill to shield LGBTQ students from early outing passes in legislature” (15 November 2017), online: CBC News <www.cbc.ca/news/canada/
edmonton/bill-24-passes-gsa-alberta-legislature-1.4403953>.
28 Rachel Ward, “Thousands of students protest UCP’s GSA plan with Alberta-wide walkout” (3 May 2019), online: CBC News <www.cbc.ca/news/canada/
calgary/gsa-school-walk-out-alberta-1.5121466>.

Page 18 of 35 CROSS-CURRICULAR ANALYSIS

3.2. British Columbia
British Columbia updated their entire educational curriculum determining the level of comprehensiveness in their courses;
in 2018. The new curriculum is based on a “Know-Do- this raises concerns about the delivery of comprehensive sexual
Understand” model to support “concept-based competency- health education in British Columbia.
driven approaches to learning.”29 “Know” refers to content,
knowledge, and topics that are essential for student learning.
“Do” refers to Curricular Competencies, the skills, strategies,
and processes to support learning habits. Lastly, “Understand”
refers to Big Ideas, the principles, and key concepts for
student learning.30 The overall approach to British Columbia’s
new curriculum centres personalization and flexibility, allowing
teachers to develop educational content based on student
needs.31 While the flexibility allows motivated educators to
design unique lesson plans for their courses, educators are
also capable of avoiding topics due to the vague language
used in curriculum documents.

Health education in British Columbia is included in Physical and

Health Education courses between Kindergarten and Grade
10. Though British Columbia’s Physical and Health Education
curriculum documents suggest that a comprehensive approach
to sexual health education has been adopted, the content of
the curriculum itself is vague. The learning outcomes in the Big
Ideas sections are repetitive, and though more detail is provided
in the Curricular Competencies, Content, and Elaboration
sections, the mandatory subjects included in Physical and
Health Education are unclear. For instance, in Grade 10, students
are expected to “create and evaluate strategies for managing
physical, emotional, and social changes during puberty and
adolescence”32 and “explore and describe factors that shape
personal identities, including social and cultural factors,”33
both curricular competencies are broad, and the elaborations
provide no insight into what topics should be included to meet
these competencies. Due to the lack of detail in curriculum
documents, educators are responsible for choosing topics and

29 “Curriculum Redesign”, online: Government of British Columbia <curriculum.gov.bc.ca/rethinking-curriculum>.

30 Ibid.
31 Ibid.
32 British Columbia, Ministry of Education, Area of Learning: Physical and Health Education Grade 10 (2018) at 2, online (pdf): <curriculum.gov.bc.ca/sites/
curriculum.gov.bc.ca/files/curriculum/physical-health-education/en_physical-health-education_10_core.pdf>.
33 Ibid.

CROSS-CURRICULAR ANALYSIS Page 19 of 35

British Columbia developed SOGI 123, which provides optional teaching resources and lesson plans for educators interested
in integrating gender and sexuality-inclusive content outside of sexual health education. SOGI 123 is in the process of being
introduced in Alberta, and Yukon. While SOGI 123 has the potential to introduce intersectional perspectives into British Columbia’s
curriculum and allow 2SLGBTQ+ students to see themselves in educational content, SOGI 123 is an optional resource and
educators are not obligated to include SOGI 123 content in their classrooms.

STRENGTHS WEAKNESSES

1. Physical and Health Education curriculum
documents are written using a holistic, balanced
approach to teach sexual health education.
2. Policy seeks to establish inclusive environments
by protecting 2SLGBTQ+ students and faculty from
discrimination, and by establishing gender neutral
spaces on campus.
3. SOGI 123 resources allow educators to integrate
topics related to gender and sexuality cross-
curricula.
1. Vague language in Physical and Health education
curriculum documents fail to establish mandatory
educational content, thus allowing educator
interpretation of what should be included in sexual
health education.
2. Responsibility to deliver intersectional, inclusive
sexual health education falls on individual
educators, due to the vague curriculum documents.
3. Indigenous 2SLGBTQ+ knowledge, history, and
experiences are not included in Physical Health and
Education.

Page 20 of 35 CROSS-CURRICULAR ANALYSIS

3.3. Manitoba
Manitoba is currently in the process of updating their Physical
Health and Education curriculum, the last full update occurred
in 2000. Manitoba’s current sexual health education seeks
to build on an “abstinence base”34 to teach students about
sexual health and well-being. Manitoba categorizes human
sexuality as a topic caregivers need to be warned about prior
to instruction, and caregivers are given the opportunity to opt
students out of sexual health education.35
Students and 2SLGBTQ+ activists have been fighting for
inclusive education since 2016. In 2017, Michelle McHale,
STRENGTHS
1. Manitoba has implemented a policy that
acknowledges respect for human diversity and aims
to create positive, safe school environments.
34 Manitoba, Ministry of Education, A Resource for Kindergarten to Grade 8 Physical Education/Health Education (2005) at 1, online (pdf): <www.edu.gov.
mb.ca/k12/cur/physhlth/hs_k-8/title.pdf>.
35 Ibid at 4.
36 Kristin Annable, “Manitoba Human Rights Commission ordered to reconsider complaint by LGBTQ parents over curriculum” (25 August 2021), online: CBC
News <www.cbc.ca/news/canada/manitoba/lgbtq-curriculum-manitoba-wfpcbc-cbc-1.6151808>.
CROSS-CURRICULAR ANALYSIS
Karen Phillips, and Sonja Stone, filled a complaint with the
Manitoba Human Rights Commission arguing that the lack
of 2SLGBTQ+ content in curricula is discriminatory. Though
the Manitoba Human Rights Commission dismissed their
complaint, in 2021 the Court of Queen’s Bench Justice sided
with McHale, Phillips, and Stone. The second review found
that there was no clear definition of diversity, and the lack
of a definition meant that curriculum requirements could
be met without including 2SLGBTQ+ content in educational
outcomes.36 For these reasons, the Court of Queen’s Bench
Justice ordered the Manitoba Human Rights Commission to
reevaluate McHale, Phillips, and Stone’s complaint.
WEAKNESSES
1. Human sexuality is classified as a sensitive topic
and this classification contradicts respect for human
diversity.
2. Sexual health education is not compulsory in
Manitoba, policy exists that allows caregivers to
exempt students from sexual health education
3. The existing curriculum is abstinence forward, and
not inclusive of diverse sexualities and gender
identities.
Page 21 of 35
3.4. New Brunswick
In New Brunswick, sexual health education is taught under
Health Education courses, called Personal Wellness for
Grades 3 to 5 (2016), Health Education for Grades 6 to
8 (2005, to be retired as of June 2022) and replaced by
Personal Wellness (2021), and Wellness Through Physical
Education for Grade 10 (2007).
New Brunswick’s updated middle school curriculum is
holistic and designed with comprehensive approaches to
sexual health education in mind. The curriculum is attentive
to intersectionality, and one of the few health curricula in
Canada to include Indigenous knowledge about wellness,
discrimination, and colonialism in curricula documents.
That said, though Two-Spirit identities are mentioned in
passing, 2SLGBTQ Indigenous perspectives are not explicitly
included.. While the updated middle school curriculum is
STRENGTHS
1. New Brunswick has established educational policy
that seeks to foster inclusive environments and
protect students and faculty from bullying and
discrimination on the basis of gender identity,
expression, and sexual orientation.
2. Sexual health education is compulsory for all
students in New Brunswick
3. Personal Wellness Grades 6 – 8 curricula
are inclusive of diverse gender identities and
sexualities, includes abortion in the topic of
pregnancy options, discusses sex and sexuality
without adding shame or stigma to the topic.
Page 22 of 35
indeed comprehensive, the secondary school curriculum
is outdated and primarily uses a risk-based approach that
focuses on STI and pregnancy prevention.
In the “Delivery” section, we noted that in 2019 an auditorium
at a high school in St. John, New Brunswick was rented for
a screening of the anti-abortion film Unplanned. Though the
theatre was rented outside of school hours, it is alarming that
the Anglophone South School District allowed one of their
schools to be used as a platform to spread misinformation.
Though this screening does not reflect the content of New
Brunswick’s curriculum, the decision to allow the screening
raises concern about New Brunswick’s commitment to
delivering comprehensive, scientifically accurate, sexual
health education that upholds the human right to reproductive
autonomy.
WEAKNESSES
1. New Brunswick’s health and wellness curricula
has been updated sporadically, Physical Education
and Health for secondary school students was last
updated in 2007.
2. The secondary school curriculum is not inclusive
of diverse gender identities and sexualities and is
taught from a risk-based approach that focuses on
STI and pregnancy prevention.
3. While the updated Personal Wellness curricula is
inclusive of Indigenous health and wellness, neither
the updated curriculum nor the secondary school
curriculum are inclusive of Indigenous 2SLGBTQ+
knowledge and history.
CROSS-CURRICULAR ANALYSIS
3.5. Newfoundland
And Labrador
In Newfoundland and Labrador, sexual health education
is taught in Health courses. Though Health is offered for
students between Kindergarten and Grade 9, curriculum
documents are not available between Grades 4 to 8. Health
education for Grade 9 was last updated in 2008 and links
a curriculum guide called “Adolescence: Healthy Lifestyles”
that lacks a publication date, but the citations reference the
mid-1990s.
Newfoundland and Labrador’s Health education curricula
is outdated and utilizes a risk-based approach to sexual
health education that primarily focuses on STI and pregnancy
prevention. The curricula are not inclusive of 2SLGBTQ+
individuals, and lists homosexuality alongside substance
abuse, abortion, tattooing, breaking curfew, saying “no,” and
date rape, as “sensitive” topics.37

STRENGTHS WEAKNESSES

1. Newfoundland and Labrador published a Safe
Caring Schools Policy to promote the acceptance
and inclusion of all individuals, regardless of
economic status, national or ethnic origin, religion,
culture, body size, gender, sexual orientation,
gender identity, age, or ability.38
2. The outcomes for Health education are compulsory
between Grades 1 - 9.
1. The Newfoundland and Labrador curriculum is very
outdated.
2. The Grade 9 Health curriculum is not comprehensive,
not inclusive of diverse genders and sexualities, and
does not include information about the intersections
between technology and sexuality.
3. The Grade 9 Health curriculum utilizes a risk-based
approach to health and sexuality that primarily
focuses on STI and pregnancy prevention.

37 Newfoundland and Labrador, Ministry of Education, Safe & Caring Schools Policy (2013) at 10, online (pdf): <www.gov.nl.ca/education/files/k12_safeandcaring_
policy.pdf>.
38 Newfoundland and Labrador, Ministry of Education, Health Grade 9 Interim Edition (2008) at 34, online (pdf): <www.gov.nl.ca/education/files/k12_curriculum_
guides_health_grade9_grade_9_health_guide.pdf>.

CROSS-CURRICULAR ANALYSIS Page 23 of 35

3.6. Nova Scotia
In Nova Scotia, sexual health education is included in Healthy The Grade 9 Healthy Living curriculum is less comprehensive
Living curricula. Nova Scotia renewed the Healthy Living than the renewed curricula, and not inclusive of LGBTQ+
Grade 7 curriculum in 2021, and for Grade 8 in 2020. For individuals. The renewed curriculum and the Grade 9
Grade 9 students, Healthy Living was last updated in 2014. The curriculum neglect to include comprehensive information
renewed curriculum is mostly comprehensive and is written in about all pregnancy options, including abortion.
a language that is inclusive of all genders. Though curriculum
documents are written to be inclusive of all genders; sexual
orientations, gender binaries, and gender identities are not
explicitly mentioned.

STRENGTHS WEAKNESSES

1. Renewed Grade 7 and 8 Healthy Living curricula 1. The Grade 9 curriculum does not include education
are judgement free, and are written using a about abortion.
holistic, balanced approach to teach sexual health
2. The Grade 9 curriculum and the Renewed
education.
Healthy Living curricula do not include Indigenous
2. Renewed Grade 7 and 8 Healthy Living curricula 2SLGBTQ+ knowledge, history, and experiences.
provide comprehensive information about gender
3. The renewed Grade 7 and 8 Healthy Living curricula
based and sexual violence.
are not explicitly inclusive of all gender identities
3. Renewed Grade 7 and 8 Healthy Living curricula and sexual orientations.
provide detailed information about how to
determine the validity and trustworthiness of online
information.

Page 24 of 35 CROSS-CURRICULAR ANALYSIS

3.7. Ontario
While Ontario’s revised 2015 Health and Physical Education
curriculum (implemented in 2019) is indeed comprehensive,
the fight to update sexual health education in Ontario is a
long, extensive, and complicated affair.
In 2015, the Ontario government announced that the Health
and Physical Education curriculum was going to be updated
to be 2SLGBTQ+ inclusive, and include topics such as
masturbation, pleasure, and some Indigenous perspectives
to health and wellness. Protests erupted in response, with
protesters citing opposition to 2SLGBTQ+ inclusion and
“parental rights to educate children about sex” 39 to explain
their opposition to the update. Despite the protests, the 2015
update was introduced in schools the following September.
In 2018, newly elected Premier Doug Ford scrapped the 2015
Health and Physical Education curriculum and reverted the
province to the 1998 curriculum.40 Students protested the
removal of the 2015 Health and Physical Education curriculum,
and six families filed complaints with the Human Rights
Tribunal of Ontario arguing that the erasure of 2SLGBTQ+
content was discriminatory.41
Following wide consultations with Ontario citizens about
sexual health education, the government found that the
majority of citizens supported the 2015 curriculum.42 In 2019,
a modified version of the 2015 curriculum was released, the
modified version introduced new topics such as vaping and
cannabis use.43 The modified curriculum also altered the
progression of topics, by introducing the concept of sexuality
earlier than the 2015 version, and pushing back content
related to gender identity until Grade 8.44
Though Ontario now has a comprehensive and
progressive Health and Physical Education program, the
comprehensiveness of the new curriculum is tarnished by the
political backlash and repeal of the original attempt to update
the curriculum in 2015.

STRENGTHS WEAKNESSES

1. Ontario’s revised 2015 Health and Physical
Education curricula are written using a holistic,
balanced approach to teach sexual health
education.
2. Revised 2015 Health and Physical Education
curricula are inclusive of diverse gender identities
and sexualities.
3. Ontario has established inclusive policies to protect
2SLGBTQ+ students and faculty from discrimination
and bullying.
1. Though Ontario’s revised 2015 Health and Physical
Education curriculum references diverse gender identities
and sexualities, the curriculum does not discuss gender
binaries or the social construction of gender identity.
2. Ontario’s revised 2015 Health and Physical Education
curriculum does not provide education about abortion
as an option for an unintended pregnancy.
3. Sexual health education is not compulsory in Ontario,
caregivers have the right to exempt students from
sexual health education.

39 The Canadian Press, “Sex-ed curriculum changes protested by thousands at Queen’s Park” (14 April 2015), online: CBC News <www.cbc.
ca/news/canada/toronto/sex-ed-curriculum-changes-protested-by-thousands-at-queen-s-park-1.3032264>.
40 Laignee Barron, “Ontario Reverts to 1998 Sex-Ed Curriculum in a Win for ‘Trump-Like’ Premier Doug Ford” (14 July 2018), online: Time <time.
com/5336534/ontario-sex-education-doug-ford/>.
41 The Canadian Press, “Ontario Human Rights Commission joins sex-ed legal challenge” (9 October 2018), online: CBC News <www.cbc.ca/
news/canada/toronto/ontario-human-rights-commission-joins-interim-ontario-sex-ed-curriculum-1.4855398>.
42 Krystalle Ramlakhan, “Majority of Ottawa survey takers support 2015 sex-ed curriculum” (20 December 2018), online: CBC News <www.
cbc.ca/news/canada/ottawa/sex-ed-curriculum-ontario-doug-ford-repeal-1.4954210>.
43 The Canadian Press, “Five changes made to Ontario’s sex-ed curriculum” (21 August 2019), online: CTV News <toronto.ctvnews.ca/five-
changes-made-to-ontario-s-sex-ed-curriculum-1.4559590>.
44 Ibid.

CROSS-CURRICULAR ANALYSIS Page 25 of 35

3.8. Prince Edward Island
Prince Edward Island (PEI), like the majority of provinces
and territories across Canada, has implemented a policy to
protect students and faculty from harassment on the basis of
gender identity, expression, and sexual orientation. However,
while 2SLGBTQ+ students are protected from discrimination
and bullying, 2SLGBTQ+ communities are not represented in
curricula.
PEI is currently in the process of updating their Health
curriculum for Grades 1 – 3 and 7 – 9. Calls to update Prince
Edward Island’s Health education program came on the heels
of Ontario’s decision to return to the 1998 curriculum. In a joint
STRENGTHS
1. Prince Edward Island has implemented policy to
protect students and faculty from discrimination on
the basis of gender identity, expression, and sexual
orientation.
2. Prince Edward Island is currently in the process of
updating their Health curricula.
45 “Update PEI’s Sex-Ed Curriculum – Let Us Help” (25 July 2018), online: Women’s Equality Prince Edward Island <peiacsw.wordpress.
com/2018/07/25/pei-sex-ed-curriculum/>.
Page 26 of 35
letter from the PEERS Alliance, PEI Advisory Council on the
Status of Women, and Women’s Network PEI, the signatories
state that Prince Edward Island’s sexual health education is
outdated, with Health education last being updated in 2007
and Family Life Education in 1995. Parts of the curricula
pre-date the legalization of same-sex marriage (2005), the
province’s implementation of human rights protections
for gender identity and expression (2013), in-province
access to abortion care (2016), and scientific innovations in
contraception and the treatment of sexually transmitted and
blood born infections.45
WEAKNESSES
1. The 2007 Health curriculum is abstinence forward
and takes a risk-based approach to sexual health
education.
2. Though gay and lesbian sexualities are mentioned
in curriculum documents, educational content
related to gender identity and sexualities are not
detailed or comprehensive.
3. Sexual health education is not compulsory for
students in Prince Edward Island.
CROSS-CURRICULAR ANALYSIS
3.9. Québec
Sexual health education has a complicated history in Québec.
In 2001, the Québec Education program (QEP) introduced
educational reforms that grouped sexuality under the “Health
and Well Being” component of “broad areas of learning.”46
Consequently, sexual health education became non-
compulsory, and by 2012 internal surveys found that students
were receiving inconsistent education about sexual health.47
Community organizations circulated petitions calling for the
standardization of sexual health education, in response the
government began developing the Sexuality Education
program.
STRENGTHS
1. Québec’s Sexuality Education curriculum is written
using a holistic, balanced approach to teach sexual
health education.
2. Educational content is inclusive of diverse gender
identities, expressions, and sexualities.
3. Québec’s curriculum is inclusive of love, intimacy,
relationships, and consent.
46 Despina Xanthoudakis, A content analysis of Québec’s K-11 Sexuality Education program using UNESCO Guidelines (Master’s Thesis,
McGill University, 2021) [unpublished] at 23.
47 Ibid at 24.
48 Gabrielle Fahmy & Daniel J Rowe, “Coalition says sexual education in Quebec is ‘worse than ever’ as teachers lack resources and
support” (24 January 2021), online: CTV News <montreal.ctvnews.ca/coalition-says-sexual-education-in-quebec-is-worse-than-ever-as-
teachers-lack-resources-and-support-1.5280067?cache=osodemdja>.
CROSS-CURRICULAR ANALYSIS
Sexuality Education was introduced in 2017, twelve years after
sexual health education was first removed from mandatory
educational content. Québec is the only province to make
sexual health education compulsory for all, from Kindergarten
to Grade 11. The English language content is comprehensive,
avoids vague language when describing educational content,
and is inclusive of 2SLGBTQ+ communities. Québec is also
one of the few provinces to include abortion and reproductive
rights in their learning content. However, it should be noted
that educators have reported a lack of resources and support
for teaching Sexuality Education during the COVID-19
pandemic.48
WEAKNESSES
1. Indigenous 2SLGBTQ+ histories, knowledge,
and experiences are not included in curricula
documents.
2. Québec has no system to monitor the delivery of
sexual health education, it is unclear if educators
receive adequate training or opportunities for
professional development.
Page 27 of 35
3.10. Saskatchewan
In Saskatchewan, sexual health education is housed in the
Physical Education & Wellness program. Health Education was
last updated for Grade 9 students in 2009, and in 2012 for the
Grade 10 Wellness program. Though the curriculum documents
cite the importance of comprehensive sexual health education,
the content of the curriculum prioritizes abstinence and primarily
focuses on biological reproductive health. 2SLGBTQ+ individuals
are largely erased from the curriculum, except for a disclaimer
warning educators that “homosexuality may come up with topic
of HIV/AIDS.”49 This is not the only instance of the Government of
Saskatchewan maligning gay men with HIV, in 2020 the Ministry
of Health posted an image of two men touching foreheads with
the caption “HIV is on the rise in Saskatchewan” to social media
accounts. The post was critiqued for perpetuating myths about
HIV only impacting gay and queer communities, when HIV is
preventable, treatable, and can impact anyone regardless of
their sexual orientation or gender identity.50
While Saskatchewan’s Human Rights Act recognizes gender
identity and sexual orientation as protected grounds,
Saskatchewan’s Ministry of Education is resistant to include
protections for 2SLGBTQ+ students and faculty in educational
environments. After demands to develop policy to allow
students to establish and join GSAs, the Ministry of Education
issued a policy statement that “encourages and supports
school division discussions, policy development, and safe
school practices,”51 and the Ministry “expects that all school
divisions will respond positively to students’ requests to
establish a student alliance for gender/sexual diversity in their
school… in the event the student’s request for an alliance is
denied the Ministry will work with the school division.”52 The
wording of the policy “expects” school divisions to develop
inclusive policy and “respond positively” to requests to
establish GSAs, but school divisions are not obligated to. This
policy fails to protect 2SLGBTQ+ students and faculty. This
policy can be described as an attempt to co-opt the optics of
inclusivity while failing to deliver inclusive policy in practice.

STRENGTHS WEAKNESSES

n/a 1. Though Saskatchewan has implemented some

policy that allows students to establish GSAs, the
policy still allows school boards to deny student
requests to form GSAs.

2. Saskatchewan’s Health Education curriculum

is abstinence forward and utilizes a risk-based
approach to teaching sexual health.

3. Saskatchewan’s Health Education curriculum is not

inclusive of gender identity, gender expression,
sexuality, consent, intimacy, and relationships.

49 Saskatchewan, Ministry of Education, “Health Education 9” (2009) at 14, online: <www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/

CurriculumHome?id=53>.
50 Zak Vescera, “Sask. gov’t apologizes for use of gay couple in HIV/AIDS awareness post” (2 December 2020), online: Saskatoon StarPhoenix <thestarphoenix.
com/news/saskatchewan/sask-govt-apologizes-for-use-of-gay-couple-in-hiv-aids-awareness-post>.
51 Saskatchewan, Ministry of Education, “Policy Statement: Student alliances for gender and sexual diversity in Saskatchewan schools” (2015) at 2, online (pdf}:
SaskTel Be Kind Online <bekindonline.com/wp-content/uploads/2019/02/106357-Alliances-for-Gender-and-Sexual-Diversity-Policy-GSD-2015.pdf>.
52 Ibid.

Page 28 of 35 CROSS-CURRICULAR ANALYSIS

3.11. The Territories
The Northwest Territories, Yukon, and Nunavut use
educational curricula from neighbouring provinces. For in
depth commentary on the curricula used by the Northwest
Territories, Yukon, or Nunavut, please see the corresponding
province outlined above.
3.11.1. YUKON
Yukon uses a modified version of British Columbia’s curriculum
to include Yukon specific perspectives and Indigenous
knowledge in learning outcomes. Yukon is in the process
of adopting British Columbia’s SOGI 123 resources. Yukon
developed a resource called SHARE: Sexual Health and
Relationship Education for Kindergarten to Grade 7 in 2016.
The curriculum is not inclusive of Indigenous 2SLGBTQ+
knowledge, histories, and perspectives.
The SHARE resources are progressive in some ways, particularly
in how they teach students about consent and how they can
identify unsafe situations. However, while sexual orientations are
included in SHARE lessons, gender is discussed in binary terms
and are blatantly transphobic. For students between the ages
of 5 and 8 documents say, “a child’s sense of gender identity
(understanding that they are male or female), gender stability
(understanding that they will always be female or male), and
gender consistency (understanding that basic gender identity
is not changed by changes in gender-typed appearance
or behaviour) should be complete.”53 In this resource, it is
considered a “concern” if a child’s sense of gender identity,
stability, and/or consistency are not established.54
3.11.2. NORTHWEST TERRITORIES
In 2021, the Northwest Territories announced that they
were partnering with British Columbia to renew and access
Junior Kindergarten to Grade 12 curricula. Prior to 2021, the
53 Yukon, Department of Health and Social Services Health Promotion Unit and Department of Education, “SHARE: Sexual Health and
Relationship Education, A resource for Yukon, Grade 4 Lesson Plans” (2016) at 7, online (pdf): Nikki Krocker <nkrocker.yukonschools.ca/
uploads/6/7/0/1/67017833/sharelessonplan_grade4_print.pdf>.
54 Ibid.
CROSS-CURRICULAR ANALYSIS
Northwest Territories used Alberta’s curriculum. At the time of
writing, the Northwest Territories link Alberta’s 2002 Health
and Wellness curricula, in addition to a Northwest Territories
School Health Program written in 1996.
The Northwest Territories curriculum is abstinence focused
and takes a risk-based approach to primarily include
information about STI and pregnancy prevention. Sexuality
is discussed in heterosexist terms and is not 2SLGBTQ+
inclusive. The curriculum is not inclusive of Indigenous
2SLGBTQ+ knowledge, histories, and perspectives.
3.11.3. NUNAVUT
Nunavut’s educational curricula are based on Inuit societal
values, principles, and concepts of Inuit Qaujimajatuqangit,
these include Inuuqatigiitsiarniq (respecting others,
relationships and caring for people); Tunnganarniq (fostering
good spirit by being open, welcoming and inclusive); Pijitsirniq
(serving and providing for family or community, or both);
Aajiiqatigiinniq (decision making through discussion and
consensus); Pilimmaksarniq or Pijariuqsarniq (development
of skills through practice, effort and action); Piliriqatigiinniq
or Ikajuqtigiinniq (working together for a common cause);
Qanuqtuurniq (being innovative and resourceful); and
Avatittinnik Kamatsiarniq (respect and care for the land,
animals and the environment).
Health Education is mandatory for Nunavut students from
Kindergarten to Grade 9 in Nunavut. In the 2019 – 2020
approved resources for Health Education Grades 7 – 9 use
the Northwest Territories’ School Health Program (1996)
and Manitoba’s Physical Education (Movement) curriculum.
As stated above, the Northwest Territories’ 1996 curriculum
presents sex and gender through binary, biological models,
and prioritizes abstinence. Nunavut’s Health Education is not
inclusive of Indigenous 2SLGBTQ+ knowledge, histories, and
perspectives.
Page 29 of 35
 CHAPTER 04

PROVINCIAL
AND TERRITORIAL
REPORT CARD
Though we can critique and compare sexual health education
in provinces and territories across Canada to see how well they
adhere to guidelines established by UNESCO and SIECCAN,
it is important to remember that curricula do not capture the
full picture of 2SLGBTQ+ acceptance and inclusion in this
country. Histories of violence, discrimination, and resistance
to upholding the rights of 2SLGBTQ+ individuals impact the
reception of even the most progressive curricula. For instance,
even if Ontario has a (mostly) comprehensive curriculum, the
battle to see it implemented in schools has a lasting impact
on the school environment, and whether 2SLGBTQ+ students
feel safe in school settings.
It is also important to note that other factors such as delivery,
access to resources, policy, and educator training all impact
the comprehensiveness of sexual health education.

JURISDICTION GRADE RATIONALE

Québec B+ Curriculum moderately meets the criteria established by UNESCO and SIECCAN

New Brunswick B+ Renewed curriculum moderately meets the criteria established by UNESCO and
SIECCAN
C+
Old curriculum moderately meets some of the criteria established by UNESCO
and SIECCAN

Ontario B+ Curriculum moderately meets the criteria established by UNESCO and SIECCAN

Nova Scotia B Renewed curriculum moderately meets the criteria established by UNESCO and
SIECCAN
C+
Old curriculum moderately meets some of the criteria established by UNESCO
and SIECCAN

British Columbia B- Curriculum moderately meets the criteria established by UNESCO and
SIECCAN55

Yukon B- Curriculum moderately meets the criteria established by UNESCO and

SIECCAN56
D-
Yukon specific resources meet very little of the criteria established by UNESCO
and SIECCAN

Alberta C+ Renewed curriculum meets a few criteria established by UNESCO and SIECCAN
D- Old curriculum barely meets the criteria established by UNESCO and SIECCAN

Prince Edward Island C+ The curriculum meets a few criteria established by UNESCO and SIECCAN.

Newfoundland & Labrador D- The curriculum meets very little of the criteria established by UNESCO and
SIECCAN.

Northwest Territories D- The curriculum meets very little of the criteria established by UNESCO and
SIECCAN.

Saskatchewan D- The curriculum meets very little of the criteria established by UNESCO and
SIECCAN.

Manitoba F The curriculum meets none of the criteria established by UNESCO and
SIECCAN.
Nunavut

55 Points removed for vague language and unclear topics in curriculum.

56 See: British Columbia’s ranking.

PROVINCIAL AND TERRITORIAL REPORT CARD Page 31 of 35

 CHAPTER 05

QUEERING
EDUCATION IN
CANADA
As Canada faces calls to diversify Kindergarten to Grade 12 education, Ministries of Education need to do more than include
2SLGBTQ+ communities in Health and Physical Education programs. Queering curricula is an important step towards developing
equitable curricula that de-centres hegemonic white, cis, male, Eurocentric perspectives in education. Here are a series of
resources you may wish to consult if queering education is of interest to you:

5.1. Organizations
Canadian Centre for Gender + Sexual Diversity
The Canadian Centre for Gender + Sexual Diversity seeks to empower 2SLGBTQ+ communities through education, research,
and advocacy. The Canadian Centre for Gender + Sexual Diversity provides educational resources and workshops to
support 2SLGBTQ+ inclusion across curricula, including science, history, English, and more.

Egale
Egale seeks to improve the lives of 2SLGBTQ+ people in Canada through the promotion of research, education, awareness,
and legal advocacy. Egale conducts research on 2SLGBTQ+ inclusion and safety in schools and offers educational
workshops on how to foster inclusive school environments.

Northern Mosaic Network

The Northern Mosaic Network is a community organization based in Yellowknife, Northwest Territories. The Northern Mosaic
Network provides information, programming, and educational workshops for organizations in the Northwest Territories.

OUTSaskatoon
OUTSaskatoon is an organization based out of Saskatoon, Saskatchewan that provides support services, youth housing,
and education and research services. OUTSaskatoon provides workshops and training for organizations and schools who
want to become 2SLGBTQ+ inclusive.

Out in Schools
Out in Schools is the educational arm of British Columbia organization Out on Screen. Out in Schools uses film to creatively
engage youth in British Columbia to cultivate safer, and inclusive communities.

PEERS Alliance
PEERS Alliance is a community organization based out of Charlottetown, Prince Edward Island that supports those of all
genders and sexualities in the promotion of sexual health and wellbeing. PEERS Alliance provides education and training
courses for schools and organizations in Prince Edward Island.

The 519
The 519 is a non-profit organization and community centre based in Toronto, Ontario that provides services and programming
for 2SLGBTQ+ communities. The 519 provides tools and resources for individuals and organizations that want to develop
2SLGBTQ+ inclusive environments.

QUEERING EDUCATION IN CANADA Page 33 of 35

5.2. Resources and
Further Reading
Canadian Pride Historical Society
The Canadian Pride Historical Society is a Winnipeg,
Manitoba based non-profit organization that documents
and records the history of the Pride Movement in
Canada. The Canadian Pride Historical Society
provides comprehensive resources and lesson plans
for teachers who want to make their history classes
2SLGBTQ+ inclusive.
Gender-Inclusive Biology
Gender-Inclusive Biology provides resources and
lesson plans for science teachers who wish to adapt
curricula to gender-inclusive standards.
Page 34 of 35
SOGI 123
Though developed for British Columbia educators,
the resources and lesson plans provided by SOGI
123 can be used by teachers across Canada. SOGI
123 provides teaching resources and lesson plans
to integrate 2SLGBTQ+ inclusion in courses such
as English language arts, social studies, Indigenous
studies, science and more.
Gender-Based Violence Teaching Network
Developed by Dr. Catherine Vanner and Dr. Claudia
Mitchell, the Gender-Based Violence Teaching Network
provides educators with resources to teach and learn
about issues related to gender-based violence while using
provincial curricula.
QUEERING EDUCATION IN CANADA