The purpose of this study is to understand the parental resistance faced by teachers in the British Columbia K-12 system when implementing SOGI-inclusive education, as well as the strategies they developed to address it. Using the theoretical framework of critical pedagogy and UDL, I conducted semi-structured interviews with eight participants who actively and firmly practiced SOGI-inclusive education and analyzed the data using thematic analysis. A critical analysis of the interviews revealed that resistance to SOGI-inclusive education originates not only from parents but also from colleagues and teams formed within the wider community. The forms of resistance and harassment are also diverse, including email inquiries, verbal abuse, online exposure, and physical stalking and more. Based on the strategies of teachers practicing SOGI, using teaching methods that reflect lived experiences to integrate SOGI content into the classroom emerged as a primary approach. Teachers are aware of the high correlation between SOGI-inclusive education and the political climate. Some also actively engaged beyond the campus, participating in broader
community and political activities, and forming alliances with both school-based and external stakeholders to ensure a long-term development path for SOGI.
