A vision for 2030: Hope, community, and action at the BCTF 2SLGBTQIA+ Summit
By David Munro (he/they), teacher, Coquitlam
“Imagine the year is 2030. Full justice, equity, diversity, decolonization, and inclusion have been achieved in the BC public education system. What does that look like for you?”
This was the question that brought together ten teachers who identify as part of the 2SLGBTQIA+ community, alongside two members of the Committee for Action on Social Justice (CASJ) 2SLGBTQIA+ Action Group. From May 28 to May 30, the BCTF main office in Vancouver transformed into a hub of deep listening, big dreaming, and strategic planning.
Our goals were clear: we were there to strengthen our connections, build leadership capacity, and figure out how to keep members meaningfully engaged in union advocacy over the long haul.
We rolled up our sleeves to tackle our core question: what does a fully inclusive BC school system look like in 2030? Breaking into groups of four, we engaged in a placemat activity, organizing our collective dreams, frustrations, and demands into four quadrants: mindsets, culture, practices, and systems and structures. The following is what we envisioned for our future.
Mindsets: Radical self-worth and reclaiming our joy
We all agreed that we often feel that we are surviving rather than thriving. Internalized and systemic homo-phobia, transphobia, and racism take a huge toll on the mental well-being of 2SLGBTQIA+ educators. We need our system to provide targeted psychological support — like specialized, identity-affirming counselling — to help queer and trans educators unpack and heal from systemic trauma. Our union advocacy must also be intersectional. We should be committing to centring historically marginalized voices, dismantling cis-hetero-normativity, and embedding racial justice into the centre of our organizing.
We want to build school cultures that actively celebrate queer history, diverse family structures, and personal growth. Creating spaces for queer joy is a radical act. There were a lot of vigorous head-nods when we talked about the limitations of token events such as Pink Shirt Day, which we agreed feels completely demoralizing to staff and students alike when folks wear the shirt but offer zero real accountability the other 364 days of the year. We need active solidarity, not performativity.
Finally, it is time to do away with the rigid, traditional box of what a “professional educator” looks like. Every single trans, non-binary, and queer staff member deserves the freedom to dress authentically and express who they are without fear of censorship or quiet retaliation.
Culture: Find your people and make a plan
We also agreed that we have our own work to do as a queer community. We recognize the need for building networks of 2SLGBTQIA+ educators within our locals to stay pro-active and ready for shifting political landscapes.
Additionally, sexual orientation and gender identity (SOGI) work has historically been dumped almost exclusively on the shoulders of queer staff in schools across BC. Our administrators should be given the tools and the knowledge to address disinformation regarding SOGI frameworks with the families of students. These issues should be treated with the same gravity, urgency, and institutional weight as racism, as they are all intertwined. We cannot do this all on our own; we need active, everyday allyship from every single educator and administrator in our schools.
Practices: Radical representation in our classrooms
We highlighted the need for robust, permanent funding for learning materials that authentically reflect queer, trans, and intersectional lives, not only in K–12, but also in continuing education and adult English language learner spaces. Moreover, to build real bridges with all families, SOGI resources must be translated into multiple languages so we can pro-actively educate and engage our diverse public and parent communities.
We also agreed that it’s high time we moved away from binary honourifics like Mr. and Ms. in our daily school language and transition toward fully co-educational options across all subject areas, elective classes, and school sports. Foundational gender literacy — like understanding umbrella terms and separating identity from expression — needs to become a standard, normalized part of everyday staff discourse and professional development. By sharing our resources and strategies across districts, we can optimize our impact and prevent advocate burnout.
Systems and structures: Teachers’ working conditions are students’ learning conditions
True equity requires structural changes, like actual workload reductions, protected prep time, and vastly expanded counsellor-to-student ratios to support kids. We want SOGI and anti-oppression training institutionalized for all new district hires and administrators. School leads must have fully funded access to professional development, such as the annual BC SOGI Educator Summit. Furthermore, we need funded, permanent SOGI district lead positions across all 60 school districts, ensuring this vital work is properly compensated and supported rather than relying on volunteer labour.
Final thoughts
For so many queer and trans teachers — especially those working outside the Lower Mainland — isolation can be an everyday reality. In smaller or more rural communities, finding your people can be incredibly difficult, and the professional journey can feel quite lonely. Having a dedicated space to loosen up, make new friends, and share space with colleagues who truly “get it” was a breath of fresh air.
Thank you to the organizers and to everyone who brought their hearts and minds to this space. The 2026 BCTF 2SLGBTQIA+ Summit reminded us all that queer joy is radical and transformational. By organizing across our districts and bringing our lived experiences together, we have a roadmap to make our schools safer, kinder, and more just.
