Educational experiences of Dutch students and teachers, enrolled in Dutch public schools, focusing on information distribution concerning Lesbian, Gay, Bisexual, Transgender and Queer subjects

K. Hoffman

The research conducted for this report explores eleven interview participants' opinions of the Dutch public education system's inclusion and exclusion of Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) subjects. The research implies that LGBTQ subjects are discussed separately from multicultural/ethnic diversity lessons. Findings suggest that consistent normalization of LGBTQ subjects in the classroom would benefit students and teachers feelings of safety in public schools. Findings suggest that students and teachers hope to see normalization efforts take place in textbooks, lesson plans and history lessons. The interviews suggest that such efforts will improve faulty teaching techniques and allow for greater teacher/student positive communication.