ABSTRACT
The previous chapter considered Australian LGBTQ+ parents as Individuals located within Microsystems or their school environments. This chapter explores LGBTQ+ parents’ perspectives on LGBTQ+-related inclusive school strategies endorsed by researchers for these education Microsystems, to inform the development of school policies that acknowledge and include LGBTQ+ forms of family diversity. It also opens with LGBTQ+ parent reflections on relationships of policies to other supports for them and their families in schools. It further highlights the quantitative and qualitative findings from the Australian survey-based study of 73 LGBTQ+ parents; including the perceived importance, benefit, and justification of supportive features in creating more welcoming school Microsystems (or environments) and strengthening parent-school relationships. LGBTQ+ parents’ most valued education staff receiving teacher training in LGBTQ+ forms of family diversity and LGBTQ+ inclusive school forms and documents are seen as essentials in creating welcoming environments. Also important were displays of inclusive symbols such as posters and rainbow flags, and LGBTQ+ families being explicitly mentioned in websites and documents. Whilst important, the perceived value of LGBTQ+ inclusive curricula and books may have been compromised by their media politicisation. This chapter concludes with a summary of key points evident within parent responses and the next chapter’s themes.
