What do SOGI resources like SOGI 123 do and why schools need them

SOGI resources help teachers prepare age-appropriate lessons that reflect the diversity of families and lived experiences, including sexual orientation and gender identity. Through stories, examples and classroom activities, they help children recognize themselves and their families in what they learn, understand one another and treat others with respect.

SOGI stands for sexual orientation and gender identity—characteristics every one of us has. Resources such as SOGI 123 give educators practical tools to challenge stereotypes, address bullying and build the sense of belonging that helps kids thrive.

As a mom and a transgender woman, I care deeply about children’s safety. I was also involved in the advocacy that helped bring these protections forward. I am also seeing first hand how SOGI education tools are helping students thrive in BC’s schools.

In 2016, I was serving on Vancouver’s LGBTQ2+ Advisory Committee and the executive of Vancouver DPAC. I also co-chaired the BC NDP Pride Committee, which placed me on the provincial party’s executive. Those overlapping roles gave me opportunities to help connect with parents, community advocates and elected officials around a shared concern so many were voicing: children were experiencing avoidable harm, and schools needed support to address it because teachers weren’t sure how to approach this diversity and inclusion topic.

In January 2016, the legislature’s all-party Select Standing Committee on Children and Youth, chaired by Jane Thornthwaite, released its report on child and youth mental health. Recommendation 21 called for school districts to support sexual and gender minority students through general and targeted mental health programs.

We worked to turn that recommendation into action. Vancouver DPAC passed a motion urging school trustees to press the provincial government to act on the committee’s recommendations. The city’s LGBTQ2+ Advisory Committee called on City Council to support recommendation 21.

On April 5, 2016, council unanimously endorsed the recommendation through a motion moved by Vision Vancouver councillor Tim Stevenson and seconded by NPA councillor Elizabeth Ball. On April 18, the Vancouver Board of Education unanimously agreed to write to the education minister, copying the premier, endorsing the same recommendation.

Thornthwaite helped advance this work provincially as parliamentary secretary for child mental health and anti-bullying. That September, education minister Mike Bernier announced that school anti-bullying policies must explicitly include sexual orientation and gender identity. SOGI 123 was developed during the 2016–17 school year to help schools reduce discrimination and bullying and improve inclusion.

That history matters. Parents, community advocates and elected representatives across party lines pressed for change, and Christy Clark’s government acted. The shared goal was safer schools, and it’s been working well for a decade.

It also helps to be clear about what these resources do. SOGI 123 provides teaching materials, training and policy guidance. It is not a separate curriculum, medical treatment or an effort to steer children toward a particular identity. Parents can ask teachers about classroom materials and what their children are learning.

We now have evidence supporting this work. UBC’s 2024 evaluation drew on surveys of more than 98,000 students across 482 B.C. schools. Researchers found that SOGI 123 reduced some forms of bullying and sexual orientation discrimination among LGBQ+ students, with benefits extending to heterosexual students. Longer implementation was associated with greater improvements.

For a child, those benefits can be deeply personal. A child mocked for having two moms, or for not fitting rigid gender stereotypes, needs adults who step up and peers who stand beside them. Supportive relationships and belonging help build resilience, giving kids the confidence to face difficulties and ask for help.

Children notice whose dignity adults defend. They also notice when schools yield to intimidation.

School boards and the provincial government must keep effective SOGI resources available and support the educators who use them. We pushed for these protections because children were being hurt. Their safety and their right to thrive remain our shared responsibility today.