C. Healthy Living · Healthy Living: Informed Choices for Body, Mind and Relationships

Identity and Belonging: Gender Identity, Sexual Orientation and Sources of Support

C1.5About 65 minutes

Learning goals

I can explain the difference between gender identity and sexual orientation, using correct terms.
I can describe factors (acceptance, stigma, culture, religion, media, stereotypes, homophobia, self-image, self-awareness) that can influence a person's understanding of their gender identity and sexual orientation.
I can identify sources of support for all students.
I can show respect for people of all gender identities and sexual orientations.

Words to know

gender identity
A person's internal sense of being a woman, a man, both, neither, or somewhere along the gender spectrum. It may or may not match the sex assigned at birth.

sexual orientation
A person's pattern of romantic or sexual attraction (or lack of attraction) to others, e.g. heterosexual, gay, lesbian, bisexual.

transgender
Describes a person whose gender identity is different from the sex they were assigned at birth. ("Transsexual" is an older term that some people still use for themselves.)

Two-Spirit
A term used by some Indigenous people to describe having both a masculine and a feminine spirit, or to describe their gender identity or sexual orientation within their culture. The curriculum writes "two-spirited"; "Two-Spirit" is the term most communities use. Its meaning and roles differ among Nations.

intersex
Describes people born with variations in sex characteristics (such as chromosomes, hormones or reproductive anatomy) that don't fit typical definitions of female or male. Being intersex is about the body, not gender identity.

homophobia
Fear, dislike or unfair treatment of people who are (or are thought to be) gay, lesbian or bisexual. Transphobia is the same toward transgender people.

stigma
Negative attitudes and stereotypes that make people feel ashamed or unsafe.

A note before you start

This lesson is part of Ontario's human development and sexual health learning for Grade 9. It sticks to facts and uses the correct terms. Read it with a trusted adult if you can, and remember: any question you have is a good question to ask a parent, a doctor or nurse, or a school counsellor.

Figuring out who you are

Grade 9 is a time of big questions: Who are my friends? What do I care about? Who am I attracted to? For some people, questions about gender identity or sexual orientation are part of this. For many, they aren't questions at all. Either way, everyone deserves to understand the words and to feel safe and supported.

The Grade 9 curriculum asks you to demonstrate an understanding of factors (e.g., acceptance, stigma, culture, religion, media, stereotypes, homophobia, self-image, self-awareness) that can influence a person's understanding of their gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex) and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify sources of support for all students (C1.5).

Remember from Grade 8

In Grade 8 you separated sex assigned at birth, gender identity, gender expression and sexual orientation, learned that you can't tell someone's identity by looking at them, and identified what helps everyone build a positive self-concept. Now you'll look at the factors that affect how a person understands their identity and the supports available.

Term	What it is about	Curriculum examples
Gender identity	Who I know myself to be inside	Male, female, Two-Spirit (curriculum: "two-spirited"), transgender, transsexual; intersex (which describes body characteristics)
Sexual orientation	Who I am attracted to, if anyone	Heterosexual (straight), gay, lesbian, bisexual

The two ideas in C1.5 are separate: knowing someone's gender identity tells you nothing about their sexual orientation, and the reverse.

Factors that influence understanding

How a person comes to understand and accept their identity is shaped by the world around them:

Acceptance: support from family and friends is one of the strongest protective factors for young people's mental health. Rejection is one of the most harmful.
Stigma and homophobia/transphobia: negative attitudes, slurs and "jokes" can make people hide, feel ashamed, or doubt themselves.
Culture: cultures have different ideas about gender and relationships. For example, many Indigenous Nations have long had roles and teachings for people now described as Two-Spirit.
Religion: faith communities hold a range of beliefs; some are very welcoming, and people within the same faith may see things differently.
Media: seeing people like you represented positively can help; stereotypes or a lack of representation can make people feel invisible.
Stereotypes: narrow ideas like "boys must be tough" or "all gay people act a certain way" box people in.
Self-image and self-awareness: how a person sees themselves, and how well they understand their own feelings, affect how confidently they understand their identity.

Some people know their identity early; others take time, and questioning is normal. It is always a person's own choice whether and when to share their identity with others.

The nine factors from C1.5. Some (like acceptance and self-awareness) usually help; others (like stigma and homophobia) usually harm; some (like culture, religion and media) can do either.

Rights in Ontario

Ontario's Human Rights Code protects people from discrimination and harassment because of sexual orientation, gender identity and gender expression. Under the Accepting Schools Act (2012), publicly funded schools must support students who want to form clubs such as a Gender and Sexuality Alliance (GSA), and must work to prevent bullying, including homophobic and transphobic bullying.

Support comes from every layer around a person. Kids Help Phone and LGBT YouthLine (an Ontario peer-support service for 2SLGBTQ+ youth) are there when other support isn't.

Worked example

Let's sort factors as helpful or harmful

Alex, 14, is questioning his sexual orientation. His friends often use "gay" as an insult. His older sister watches a TV show with a well-written gay character and says, "I love him." His family's faith community has mixed views. Sort the factors.

Stigma and homophobia (harmful): friends using "gay" as an insult tells Alex that being gay is seen as bad, which may make him hide or feel ashamed.
Media (helpful here): positive representation shows Alex that gay people can be loved and respected.
Acceptance (helpful): his sister's positive comment suggests she would accept him.
Religion (could go either way): mixed views may cause worry; some members may be supportive.
Self-awareness: questioning is normal; Alex can take his time.

Alex has both helpful and harmful factors. Acceptance from his sister and positive media help; homophobic language harms. He could talk to his sister, a counsellor, or LGBT YouthLine.

Worked example

Let's respond as an ally

In class, a student says, "That's so gay" about a boring assignment. A classmate who is gay looks down. What can you do?

Name it calmly: "Using 'gay' as an insult isn't cool. It's hurtful."
Keep it short: no need for a lecture.
Delegate if repeated: tell the teacher.
Delay: later, check in with the classmate: "That comment wasn't okay. You good?"
Never out anyone: don't share or guess anyone's identity.

Short, calm upstander actions reduce stigma, the very factor that makes understanding one's identity harder.

Hands-on activity

Language and representation check

You need: paper, and your favourite shows, books or games.

List five characters from things you watch, read or play. Are any of them 2SLGBTQ+? Are they shown as full, real people or as stereotypes?
Write down three phrases you've heard at school that use identity as an insult (without writing slurs; describe them). Next to each, write a respectful alternative or a short upstander line.
Find out whether your school has a GSA and who the staff contact is.
Talk with your grown-up about your family's values and how your family shows respect for everyone.

What to look for: thoughtful observations about representation, practical upstander lines, and accurate support information.

Your turn

What is the difference between gender identity and sexual orientation?

Name four factors from the curriculum that can influence a person's understanding of their identity.

What does Two-Spirit mean?

What does intersex describe?

Name three sources of support for students.

What Ontario law protects people from discrimination based on gender identity and sexual orientation?

More practice: warm-up

Can you tell someone's sexual orientation by looking at them?

What does GSA stand for?

Is questioning your identity normal?

Who decides whether and when to share a person's identity?

Give an example of a sexual orientation named in the curriculum.

More practice: on your own

Explain how acceptance from family can affect a young person's well-being.

Give an example of how media can be helpful and how it can be harmful.

Why is "outing" someone harmful?

How does a gender stereotype like "boys don't cry" affect people?

Explain how culture can influence understanding of gender identity, with an example.

Challenge

A friend tells you they think they might be transgender and asks you not to tell anyone. How do you respond in a supportive way?

Design three actions a school could take to reduce stigma and support students of all identities. Link each to a factor from C1.5.

Explain why the curriculum says sources of support are for all students, not just students who are 2SLGBTQ+.

Check your understanding

Quiz

Sexual orientation describes...

Gender identity describes...

Which factor from the curriculum is usually protective?

Two-Spirit is a term used by...

Under Ontario's Accepting Schools Act, schools must...

Which is the best response if a friend comes out to you?

For parents and teachers

About this content: This lesson is part of the human development and sexual health expectations of Ontario's Grade 9 course, Healthy Active Living Education (PPL1O, 2015 curriculum). It follows the curriculum's wording, uses correct terms and stays factual; it does not describe how to do sexual activities. Families who have concerns about this part of the course can talk to the school about its policy and options. At home, you may choose to read it together, add your family's values, or teach the topic in your own way.

Big idea: C1.5, quoted in the lesson with the curriculum's own examples (male, female, two-spirited, transgender, transsexual, intersex; heterosexual, gay, lesbian, bisexual). The lesson notes that "Two-Spirit" is the term most Indigenous communities use, that "transsexual" is an older term, and that intersex describes body characteristics. No humour block is included.

Facts used: Ontario Human Rights Code grounds include sexual orientation, gender identity and gender expression; the Accepting Schools Act (2012) requires boards to support students who want to form GSAs; Kids Help Phone 1-800-668-6868; LGBT YouthLine (youthline.ca).

How to help at home: families hold a range of beliefs. Whatever yours are, your teen benefits most from knowing they are loved and can talk to you. Listen first. If your teen or their friend is questioning, the school counsellor and Kids Help Phone can help.

Common difficulties: mixing up gender identity and sexual orientation; thinking identity can be seen; asking intrusive questions; using identity words as insults.