This article highlights why LGBTQ-themed young adult literature belongs in every secondary English classroom. Miami University faculty member Katherine E. Batchelor, along with Maria Ramos and Samantha Neiswander, examined how preservice teachers think about teaching LGBTQ stories and supporting adolescents who identify—or are exploring identity—along the LGBTQ spectrum. Their work aligns directly with searches about LGBTQ, adolescents, young adult literature, preservice teachers, and curriculum.

Through voluntary book club meetings, preservice teachers read a diverse selection of LGBTQ YA novels (Table 1 on page 4) and discussed how these stories can serve as both mirrors and windows for students. They emphasized that many adolescents rarely see themselves reflected in school texts, and when LGBTQ identities are absent from the curriculum, students may feel invisible or unsafe. The preservice teachers described how YA novels featuring gay, lesbian, bisexual, transgender, questioning, and gender-nonconforming characters can validate identity, counter harmful stereotypes, and support positive youth development.

At the same time, they argued that LGBTQ literature benefits all students by fostering empathy and helping readers understand experiences beyond their own. Conversations captured throughout the article show preservice teachers wrestling with how to teach these texts confidently—anticipating challenges such as parental pushback or immature classroom reactions—while also affirming their responsibility to create inclusive, student-centered spaces. Several noted that LGBTQ-inclusive curricula teach adolescents how to discuss diversity, challenge prejudice, and think critically about identity and social norms. Pages 6–8 highlight their strategies, including reframing canonical texts, using text sets, and preparing students for respectful dialogue.

Overall, the study shows that when future educators read widely and confront their own assumptions, they become better prepared to advocate for adolescents and design meaningful, inclusive curriculum. LGBTQ-themed YA literature becomes more than an “issue”—it becomes a pathway to belonging, understanding, and stronger teaching.

Faculty author: Katherine E. Batchelor, Miami University
Student authors: Maria Ramos and Samantha Neiswander, Miami University
Keywords: LGBTQ, adolescents, young adult literature, preservice teachers, curriculum
Publication details: The Clearing House (2018). “Opening Doors: Teaching LGBTQ-themed Young Adult Literature for an Inclusive Curriculum.” https://doi.org/10.1080/00098655.2017.1366183