We at Tri-Cities Pride Society are very interested in the SD43 School Trustee by-election happening on February 22nd, 2025, as we have a mandate of promoting inclusion of 2S/LGBTQIA+ communities in the Tri-Cities community. On the latest Youth Development Instrument, which surveys grade 11 youth, 21% of youth in Coquitlam identified as 2S/LGBTQIA+, with another 4% identifying as trans, non-binary, or other minority gender identity. It’s our goal to ensure these youth feel seen and safe in schools as well as in the wider community.
As part of this mission, we asked all school trustee candidates to fill out a short survey regarding their views on Sexual Orientation and Gender Identity (SOGI) policies and clubs (also known as Gay-Straight Alliance clubs) in SD43. All five candidates took the time to respond, and gave us permission to post their answers so that our community can make informed choices when the go to the polls. Here are our questions, and their responses, in order of receipt:
Q1: The province of BC has created diversity and inclusion resources including a sexual orientation and gender identity (SOGI) curriculum to help all students feel seen and safe in schools (www.sogieducation.org). What is your understanding of SOGI, and how do you think this relates to schools and students?
Dana Ebtekar: My understanding of the SOGI Curriculum that I have been following as the SOGI Lead at my school is both an active curriculum designed to make everyone feel safe, welcomed and included by recognizing and celebrating our diversity in gender and sexual orientation. This is done by teaching things such as what is the sexual orientation and gender spectrum, the history of our 2SLGBTQI+ Community in a local, provincial, federal and global view point. It also about working towards stopping Anti-SOGI rhetoric and hate through education.
Nash Milani: My understanding is that SOGI isn’t “curriculum” per say, but an integrated part of inclusive education worked into the established mandate. I fully support SOGI as the only LGBT candidate in this race. Students deserve proper education, and this includes being taught about all the kinds of people in the world around them. Really it’s just making young people more informed and teaches the vocabulary needed for them to better understand themselves. Which is only a good thing. Identity exploration is hard at any age, so making youth aware that it’s normal and okay is infinitely valuable.
Rosey Manhas: SOGI stands for Sexual Orientation and Gender Identity and focuses on fostering inclusivity and respect for diverse identities in schools. It aims to create safe environments where all students feel valued, reducing bullying and discrimination. By promoting understanding and empathy, SOGI education supports student well-being and encourages respectful relationships among peers.
Candace Knoll: A school system should provide for the well-being, growth and success of ALL students in the system. SOGI offers tools and resources to support teachers, parents, and students for education, create acceptance, understanding, and to build inclusive communities in our school districts that foster diversity to nurture socially responsible citizens.
Frank Do: Fundamentally, I support the core messaging of SOGI, which, when reviewed in detail, is essentially about promoting diversity, equity, and inclusion (DEI). However, I take exception to the implementation of the SOGI curriculum and how it has, unfortunately, polarized the community and undermined the very goals and messaging it was designed to promote. I can see how SOGI aligns with the district’s anti-bullying and anti-racism initiatives for students. However, many misconceptions and assumptions about SOGI persist, including:
- Some believe it is a mandatory course being imposed on students.
- Others feel there was insufficient consultation during its development and rollout.
- Some worry that questioning or criticizing the curriculum leads to being unfairly vilified or labeled as “anti-SOGI.”
Moreover, I understand the frustrations surrounding SOGI, especially concerns about age-appropriateness, the perceived promotion of specific ideologies, and conflicts with certain religious and cultural views. As a parent of two children who attend Coquitlam elementary and middle schools, I’ve had discussions with them about SOGI. Through those conversations, I’ve realized that:
- While I take this topic seriously, children don’t place the same level of emphasis on it.
- There is no consistent implementation of the SOGI curriculum across schools—or even across different classrooms within the same school.
- My kids are smart and resilient. They’re aware of the topic but, to be brutally honest, at this stage in their lives, they’re more focused on video games and playtime, and the topic isn’t a significant concern for them. I think we can all agree that SOGI has become a divisive issue in the community. However, this is a topic that isn’t going away. The more we ignore it, the greater the stigma around it will grow. If we don’t address the criticisms and misconceptions surrounding SOGI, resentment will continue to fester—achieving the exact opposite of what the program was intended to accomplish.
Q2: Research shows that SOGI policies in schools, as well as Gay-Straight Alliance clubs, don’t just benefit 2SLGBTQIA+ students but also improve wellbeing for heterosexual students, with rates of bullying, suicidal ideation and attempts reduced across the entire school population (see for example this article). Knowing this, what action will you take to support SOGI education and policy implementation in School District 43?
Dana Ebtekar: One of the things I am proud to have worked on in the Surrey School District with other SOGI Leads is expanding the districts student voice forum to include GSA Student Voice Forums. These forums have been used to hear not just the concerns that students who participate in GSAs have but also about things that are going well. We have then been able to use this information to continue supporting things that the students have been liking and address issues the students have expressed. I would like to bring these GSA Student Forums to SD43 as well. Additionally I would like to hear from schools individually about initiatives they are planning and would like support on and issues they are facing that the Board could help with.
Nash Milani: I would absolutely be a champion for continuing these policies. It’s been proven in studies that children that have these resources are more likely to report acts of hate at school or abuse in the home, which is only a net positive and speaks to the effectiveness of the program. I benefited from having a GSA in my high school so I know how important these policies are to defend and strengthen. If elected I would be the only LGBT person on the SD43 school board, and as the most recent student in these very same schools, I’d work tirelessly to ensure our most vulnerable youth have the same opportunities as their heteronormative peers. No child left behind, for any reason.
Rosey Manhas: As a school trustee candidate, I would actively support the continued implementation of SOGI policies and initiatives in School District 43, recognizing their proven benefits for all students. This includes advocating for teacher training, resources, and support to ensure inclusive practices are upheld in classrooms. I would also champion the establishment and promotion of Gay-Straight Alliances or similar student-led groups to foster safe, welcoming spaces. Ultimately, my focus would be on creating environments where every student feels respected, valued, and able to thrive.
Candace Knoll: As a social justice advocate, I would also advocate for Restorative Justice philosophy, training and education to be embedded into the school systems. By shifting to a more proactive approach that fosters empathy, inclusion and connection, we can get to root causes and preemptively address issues and negative behaviours. I believe we must continue to challenge the “societal norms” and embrace inclusivity, and community, for the well-being of all. It is up to us to provide the tools to give our youth the skills to make the right choices. The SOGI curriculum is an excellent tool that supports this vision.
Frank Do: The main issue I see with the current discourse around SOGI is that it fixates on a small segment of the curriculum while ignoring its overarching message of DEI. This ultimately undermines the program’s learning outcomes. In my professional experience working in safety, I’ve led consultations and engagement efforts to improve technical equipment and engineering safety standards in our province. It’s difficult for people to argue against making something significantly safer. Similarly, if you ask parents—whether they support or oppose SOGI—if they value the principles of DEI, I believe most would agree with them. Taking all of this into account, I believe the core learning outcomes of the SOGI curriculum should remain. However, certain changes need to be implemented to address the issues. Specifically:
- 1. Refocus the messaging: The curriculum should emphasize its DEI components. Even renaming it could be a good first step to reduce divisiveness and clarify its purpose.
- 2. Improve communication: Messaging must be clearer, focusing on our shared commitment to DEI values. This can foster understanding, cooperation, and support among parents and the broader community.
- 3. Develop a clear implementation strategy: There needs to be a consistent and well-structured plan for implementing the curriculum across the district. We cannot simply leave this as a topic that teachers are unfairly expected to deliver without additional guidance or support.
A big thank you to the candidates for answering our questions!
Note: Four candidates responded that they support SOGI in SD43; Frank Do responded “While I endorse the core messaging around SOGI, I take exception to how it has been implemented in SD43.”
