• Dominant heteronormative discourses are not challenged or questioned in schools because of their normalisation. 
• Teachers recognise the importance of integrating LGBTQ education but rarely do, waiting for the 'teachable moment' which is infective.
• Issues of minority students affect all students perceptions of gender and sexuality
• Discussing non-heterosexuality can challenge dominant heterosexual discourse and challenge heterosexual/LGBTQ power relations.  
  (Robinson & Ferfolja, 2007)

• Found that teachers reported a higher importance rating for engaging in supportive behaviours after receiving training relating to LGBTIQ issues.
• Anti-bullying policies were positively associated with teachers taking on supportive roles for LGBTIQ students.
• However, teachers reported a belief in the importance of supporting LGBTIQ students more highly than their actual behaviours in implementing supportive practices, suggesting more than knowledge and belief is needed.

• Pursue training and Professional Development about LGBTIQ perspectives and effective practices. 
• Implement inclusive practices into lessons, an LGBTIQ-inclusive curriculum.
• Take on leadership roles in GSAs.
• Lobby school management for antibullying policies to incorporate LGBTIQ rights and protections. 
• Actively protect LGBTIQ students by addressing any harassment or bullying in the classroom.

• The Victorian Equal Opportunity Act 1995
• the Victorian Charter of Human Rights and Responsibilities.

-       "a student’s actual or assumed sexual orientation or a student’s gender identity."

• Students will understand what the term discrimination means and that it breaches human rights.
• Students will identify groups likely to experience discrimination, such as LGBTQ people.

• Students should recall some groups who have more or less power than others.
• Explain that those with less power have a higher chance of discrimination.
• Have a go at guessing what the word discrimination means.
• Brainstorm different groups of people who experience discrimination. If they don’t mention the LGBTQ community, introduce them to this idea.

• Place posters in noticeable, high-traffic areas around the school (ensure that posters are frequently updated and checked for vandalism) 
• Use newsletters to inform parents and students about events relating to sexual diversity 
• Demonstrate good leadership and provide practical support for student involvement aimed at creating safe environments and discouraging homophobia. 

• Demonstrate how to communicate with students who are homophobic while supporting students who are same sex attracted.
• Provide specialist staff training programs to help deliver a more inclusive curriculum in core subject areas.
• Provide specialist staff training programs that demonstrate how to provide inclusive education on sexuality.

• Update the school bullying policy to identify homophobia. 
• Implement explicit procedures that deal with complaints relating to homophobia.
• Have clear consequences in place for homophobic bullying.

• Place books, booklets and pamphlets explicitly related to sexual diversity within the school library
• Online information on sexual diversity should be accessible to staff and students from school computers. 

• Sexuality education programs on safe sex should include information for same sex relationships
• Include sexually diversity within a range of subjects, such as texts that involve gay and lesbian themes or characters, as well as applicable case studies involving sexual diversity. 

• Have students make their own purple ribbons to wear on the day. 
• Have your school host a purple themed lunch or morning tea with purple food, purple drinks. 
• Hold a school or class guessing competition, such as how many purple jellybeans/skittles are in the jar? Or how many purple foods can you name?
• Share photos from your school to the Wear It Purple Facebook or Twitter page, or have students create a fun video instead.