The challenge
Teacher attrition is a growing challenge for education systems in Australia and internationally. While factors such as workload and policy pressures are well recognised, there is limited understanding of how school culture, inclusion, and identity safety influence teachers’ decisions to remain in the profession, particularly for LGBT educators.
Project overview
This project examines how inclusive school cultures shape the retention and wellbeing of LGBT teachers in Victorian schools. Using narrative inquiry methods with teachers alongside school-based case studies, the research focuses on the experiences of ‘out’ LGBT teachers who are able to sustain careers in education.
The project takes a strengths-based approach to identify the cultural, relational, and institutional conditions that support belonging, safety, and professional sustainability, and how these interact with broader systemic pressures in schools.
Outcomes
This project will generate new insights into how inclusive school cultures support the retention and wellbeing of LGBT teachers. By focusing on belonging, professional identity, and everyday school practices, the research will inform potential new approaches to teacher retention that move beyond individual resilience.
The project will produce academic publications and public-facing outputs, alongside practical resources for schools, teacher education, and policy audiences. In partnership with unions and education stakeholders, findings will support the development of inclusive workplace practices, leadership approaches, and policy interventions aimed at strengthening teacher wellbeing, workforce diversity, and long-term sustainability.
Funding
Deakin University Postdoctoral Research Fellowship
Timeline
2026–2029