This is a great place to start.
If you are new to SOGI concepts or SOGI-inclusive work, this page will help orient you to some of the basics. Creating SOGI-inclusive schools will depend on all of us becoming more familiar with these ideas, so that we are all part of the conversation and taking action for change.
On this page: Key Concepts / Frequently Asked Questions / BC Education Partner Statement
Key Concepts
The Term "SOGI"
SOGI (pronounced so-jee) stands for Sexual Orientation and Gender Identity.
Unlike the acronym 2SLGBTQ+, SOGI is a subject or topic and not a list of specific identities. It is an inclusive term that is relevant to all individuals, as every person has a sexual orientation and every person has a gender identity. It includes identities like lesbian, gay, bisexual, transgender, queer, Two Spirit, heterosexual, cisgender, and more.
The primary focus of SOGI 1 2 3 is on terms and identities for people whose sexual orientation and/or gender identity is in the minority, because these people have historically been marginalized and often misunderstood.
SOGI Language
We say a lot with our words.
Language is always evolving, and different people prefer different terms. However, some basic terminology is very useful. It is important to use correct terminology and mirror the language and pronouns people use for themselves.
Gender is not as simple as male or female, and sexuality is not as simple as gay or straight. It’s helpful to think of gender and sexuality outside of the western gender binary. This graphic called the Gender Unicorn, from Trans Student Educational Resources, can help visualize the different ways people may identify. Each arrow on the graphic is a sliding scale, not a checkbox:
Trans Student Educational Resources, 2015. “The Gender Unicorn.”
In this graphic, “other gender(s)” is included to indicate the many genders that other people might identify as, express themselves as, and be attracted to. Some examples of these genders include: Agender, Bigender, Genderfluid, Genderqueer, Transgender, Non-binary, Gender Non-Conforming and Two-Spirit.
Gender Identity
One’s internal sense of being male, female, neither of these, both, or another gender(s). Everyone has a gender identity, often simply referred to as ‘gender’, whether your gender aligns with your sex assigned at birth or not.
Gender Expression
How one presents their gender to others, through clothing, hairstyle, voice, etc. It is important not to assume a person’s gender based on their expression, as each person’s expression of gender will be based on a number of factors, including style preferences and culture, as well as a person’s own sense of safety and comfort.
Sex Assigned at Birth
A medical classification generally assigned to people at birth based on external genitalia, and in some cases chromosomes and hormones. There is significant limitation in this binary classification, which does not reflect the diversity of human bodies, nor predict the gender of that person.
Sexual Orientation
Who one is physically and/or emotionally attracted to, including those who do not experience some or all types of attraction (umbrella term asexual).
Frequently Asked Questions
Get Your Questions Answered
We hope this website can answer all your questions about SOGI 1 2 3. If you cannot find answers on this website, please do not hesitate to contact us.
Here are some frequently asked questions. You can also see the SOGI In Schools factsheet from the BC Ministry of Education and find information on SOGI from the Government of BC below.
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SOGI 1 2 3 connects educators to proven tools and resources for aligning schools with provincial policies protecting people of all sexual orientations and gender identities (SOGI). SOGI 1 2 3 focuses on three key areas: (1) policies and procedures (e.g., a school's code of conduct), (2) inclusive environments (e.g., safe spaces and welcoming language), (3) curriculum resources (e.g., SOGI issues integrated into classroom learning). When all three pillars of SOGI-inclusive education are implemented, students have the opportunity to flourish.
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Schools have the responsibility to proactively create safe, inclusive learning environments for all students—including students who identify as Two Spirit, lesbian, gay, bisexual, transgender, queer, or other. Unfortunately, schools have not always been safe places for 2SLGBTQ+ youth to be out or to be themselves. While this has been changing, and while a lot of great work has occurred over many years to improve the school experience of 2SLGBTQ+ youth, there remains a need to work together to help ensure that teachers, principals, vice principals, and other adults who work directly with students in schools have access to tools, resources, and supports to help make a difference.
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SOGI 1 2 3 was created by ARC Foundation in collaboration with the BC Ministry of Education; BC Teachers’ Federation; school districts across BC; UBC Faculty of Education; education partners; and various local, national, and international 2SLGBTQ+ community organizations. ARC Foundation has also entered a Western Canada educational partnership with a growing number of Alberta school divisions to further SOGI 1 2 3’s efforts across Canada. Since starting work on SOGI-inclusive education in 2013, ARC Foundation has established partnerships with organizations aligned with this work through Memorandums of Understanding and/or Terms of Reference. ARC Foundation believes in collaborating with partners in the education system and community, and that change will happen if we work together.
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ARC Foundation is a non-profit organization based in Vancouver, BC, with virtual team members located around BC and in Alberta. Established in 2007, ARC Foundation is dedicated to expanding the capacity of K-12 educators to create Sexual Orientation and Gender Identity (SOGI)-inclusive schools for all students.
Through SOGI 1 2 3, ARC Foundation helps educators make schools safer, more welcoming, respectful, and inclusive for 2SLGBTQ+ students and families. We do this by equipping educators and school staff with the necessary knowledge, skills, and peer-to-peer relationships to increase capacity in developing and implementing policy, building inclusive school environments, and co-creating high-quality teaching resources.
Through SOGI 1 2 3, ARC Foundation is committed to a long-lasting and far-reaching approach to changing the experience of all students.
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There is no "SOGI curriculum"; SOGI is a thread that can be addressed throughout many subjects and topics. Teachers choosing to address SOGI in the curriculum is NOT about students developing a particular set of beliefs around sexual orientation and gender identity. It is about building understanding of the diverse society that we live in and learning to treat each other with dignity and respect.
The Ministry of Education is responsible for the creation of BC curriculum. SOGI 1 2 3 provides ready-to-use, grade-level SOGI-inclusive lesson plans that align with that curriculum. Teachers can customize SOGI 1 2 3 lesson plans to meet the needs of their classrooms.
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SOGI 1 2 3 provides tools and resources for creating a welcoming, inclusive environment for ALL students. Research shows that harassment on the basis of perceived sexual orientation or gender identity is experienced by both students who identify as 2SLGBTQ+ and students who do not (Egale 2021, "Still in Every Class in Every School"). This is because homophobia and transphobia can be directed at anyone and invariably have a negative effect on school culture, emotional well-being and academic success.
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Yes, you can. Educators and staff at all levels of the system have a role to play regardless of their own sexual orientation and gender identity. There is a lot for students to learn from educators who identify as allies rather than members of the 2SLGBTQ+ community. Also, everyone is at a different stage in their SOGI education journey. The Pro-D Resources are a great place to start if you feel you need to learn more before learning with your students.
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Each school district and independent school has the autonomy to set their own policies and procedures around SOGI education. Some, like Langley School District, have shared current information through their website. For further information, contact your school or district directly.
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Parents are encouraged to review all the information on this website to understand the tools and resources that are being shared with educators and to engage in conversation with their school. Parents looking for more of an in-depth learning experience are invited to view our Learning Modules.
BC Education Partner Support
Meet Some of Our Education Partners
In September 2018, the following statement was released from Rob Fleming, Minister of Education, BC Teachers' Federation, BC School Superintendents Association, BC School Trustees Association, BC Principals' and Vice-Principals' Association, CUPE BC, BC Association of School Business Officials, Federation of Independent School Associations, BC Confederation of Parent Advisory Councils, ARC Foundation, First Nations Education Steering Committee, First Nations Schools Association and Métis Nation BC:
“All of B.C.’s provincial education partners for K-12 schools are committed to ensuring every school — both public and independent — is a place where students feel safe, accepted, respected and welcome regardless of their sexual orientation, gender identity, race, religion or background. In 2016, the B.C. Human Rights Code was amended to ensure that gender identity and expression are protected under the code. There is no room for any type of discrimination in our schools.”
You can read the full statement here.
We thank all of our partners for their dedication and support, and look forward to the many others who will join this effort. Here are some more of our partners' thoughts.
“As the SOGI leads for your school districts, your work is crucial in helping us ensure all students feel welcome in B.C.’s schools, regardless of who they identify as. SOGI 1 2 3 helps make sure B.C.’s schools are more inclusive environments and I want to thank you for supporting LGBTQ rights. It’s our responsibility to ensure schools are safe environments, where all people can express themselves without fear of discrimination or harassment. I am proud to support SOGI 1 2 3 and you should be commended for helping to make positive change in our schools.”
Honourable Rob Fleming, Minister of Education
“I think it would be safe to say that words on a paper or words on a website aren’t sufficient. It is the actions that go behind them. It is important that clear and comprehensive policies and procedures are developed to ensure that LGBTQ members of the community are safe and included. The BCTF is proud to have completed a lot of work in this area over the last couple of decades. We are very pleased to be partnering with the Ministry of Education and ARC Foundation.”
Glen Hansman, BC Teachers' Federation President
“Inclusion and Diversity are at the core of BCCPAC's guiding principles, and BCCPAC will continue to advocate for initiatives and processes that are designed not only to stop discrimination in our schools but also provide opportunities to unlearn discrimination. As we strive to protect the dignity and safety of all students, we are looking forward to working with our provincial partner groups to foster more SOGI inclusive school environments.”
Jen Mezei, BC Confederation of Parent Advisory Councils President
“We applaud the work of all of our partners who support SOGI (Sexual Orientation and Gender Identity) Education and initiatives, and recognize that our collective efforts will make a positive difference in the lives of many. In our changing world, it is critical that all schools and communities reflect and celebrate the diversity found within them, and the BCSSA is proud to be leading such positive and inclusive learning communities.”
Tom Longridge, BC School Superintendents Association President
“SOGI education is important to the BCSTA because at the heart of everything we do, is ensuring equitable access to education for all students. Ensuring that our LGBTQ students feel safe and included in the school environment helps them improve their student achievement and helps to improve all other student achievement.”
Stephanie Higginson, BC School Trustees Association Vice-President
“In my time as a school leader, it is one of those rare movements where I think the adults in schools are taking their cues from students. Kids understand the importance of this work and they want to ensure that everyone in their school feels included. The BCPVPA can take on a leadership role with regard to professional development and ensure that school leaders are knowledgeable in this area.”
Kevin Reimer, BC Principals’ and Vice-Principals’ Association President