Queering South Africa's protective school policy: Exploring School Management Team (SMT) responses to the inclusion of learners with diverse sexual orientation and gender identities in South African schools

Abstract

ABSTRACT This study examined the views of South African School Management Teams (SMTs) towards policies designed to protect and integrate learners who have diverse sexual orientations and gender identities. By focusing on the intersection of policy interpretation, implementation, and cultural attitudes, this study investigated how SMTs handle the tension between inclusive policies and societal norms. The rights of Lesbian Gay Bisexual Transgender Queer and Intersex+ individuals are acknowledged by South Africa's progressive legal system, which includes anti-discrimination clauses in the Constitution and laws like the South African Schools Act. However, implementing these policies in schools remains a challenge due to entrenched societal biases, cultural norms, and a lack of training for educators and school leaders. The research explores the lived experiences of SMT members in navigating these challenges, examining how their attitudes, beliefs, and understanding of inclusivity impact the realisation of protective school policies. It also seeks to uncover the barriers and difficulties SMTs encounter in fostering an environment that affirms learners’ identities and ensures their safety and well-being. An interpretivist paradigm and a qualitative research design were used to address the concerns raised by this study. The study further employed semi-structured interviews with SMT members in two South African schools, one public and one private school. This method offers a thorough comprehension of SMTs' attitudes and behaviours as well as the institutional and social elements affecting their behaviour. The findings aim to inform policy recommendations and professional development programs that promote a more inclusive education system. By emphasising the practical realities of policy implementation at the school level, this study adds to the larger conversation on queering education policies. The study promotes a transformative approach to educational leadership in South Africa by highlighting the crucial role SMTs play in bridging the gap between legislative frameworks and the lived experiences of LGBTQI+ learners. KEYWORDS gender identity; oppression; perceptions; responses; right to equality; school management tea; sexual equality; sexual orientation.