Authors: Paul T. Clarke & Robyn Trask

Abstract

Teachers in Canadian public schools face serious challenges to their professional autonomy when teaching about human sexuality and gender identity while creating an inclusive school environment and ensuring all students, including 2SLGBTQIA+ students, feel safe in schools. Challenges may arise from parents, school trustees and community members. Challenges have also arisen from some provincial governments that have enacted policies and legislation which, in our view, undermine teachers ’ professional autonomy and run counter to the best interests of vulnerable students. For example, Saskatchewan ’ s Parents ’ Bill of Rights forbids teachers from using the affirmed name and pronouns of gender diverse students under the age of 16 without parental consent. We argue that undue deference to “parental rights” — against a backdrop of moral panic — interferes with teachers ’ ability to provide a safe and welcoming school environment, provide students with accurate and relevant information, and model respect for self and others.

Recommended citation

Paul T Clarke & Robyn Trask, “Recent Challenges to Teacher Professionalism in Canada’s Public Secular Schools: Public Statements, Policies and Legislation that Undermine Teachers’ Efforts to Treat 2SLGBTQIA+ Students with Dignity and Respect” (2025) 13:1 Can J Hum Rts 151, online: <https://cjhr.ca/wp-content/uploads/2026/04/Teacher-Professionalism-Paul-Clarke-and-Robyn-Trask.pdf>.