Teacher Requirements, Perceptions, and Reported Practices Regarding the Inclusion of LGBTQ + Content in Early Childhood Classrooms in the United States

Benefits have been found to including LGBTQ+ content into early education settings, yet many teachers have reported feeling uncomfortable or fearful of incorporating this into their own classrooms. Through a 27-item, online, anonymous survey, we examined the requirements, perceptions, and reported practices regarding the inclusion of LGBTQ + related content. Generally, the 101 participants endorsed gender-neutral and non-stereotypical practices, however, the number endorsing these practices was higher than those engaging in the practices. Few participants were required to incorporate LGBTQ + content in their curriculum, yet more than half thought they should be required to do so. Only about a third reported receiving training in this area and it was optional for almost all those teachers. Teachers expressed concern about reactions or judgment they would receive if they incorporated LGBTQ + content, yet of those who had already done it, most received no reaction. These results and their implications are discussed.