| Summary: | Social inclusion incorporates accommodation of diverse sexualities and gender identities in the classroom through implementation of activism, and inclusive curricula and policy. Using semi-structured interviews, this study gathered data from educators who function at classroom, co-curricular and pastoral levels, and in administrative capacities in a Sri Lankan context. Implications suggest that much can be done for inclusion administratively as well as pedagogically and pastorally by educators. Due to the changing socio-political and socio-economic environment in Sri Lanka, the results of this study would be of interest to local, regional and international policy implementers.
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