Reimagining inclusive education: addressing LGBTQ+ challenges in schools through the lens of decolonization

Purpose The paper argues that colonial systems drive the challenges that LGBTQ+ individuals face in education. Using Maldonado-Torres's decolonial framework, it shows how these systems shape negative experiences and argues that supportive schools can counter them by promoting safety and inclusivity for LGBTQ+ students. Design/methodology/approach The paper applies Maldonado-Torres's decolonial framework to analyze research on LGBTQ+ experiences in schools, highlighting implications for inclusive practices. Findings Findings reveal that LGBTQ+ students face interconnected challenges shaped by colonial systems—such as bullying, racism, lack of belonging, and mental-health struggles—especially for students with multiple marginalized identities. Findings also showed that supportive school environments, inclusive policies, and staff advocacy can counter these colonial dynamics and improve safety, inclusion, and well-being for LGBTQ+ individuals. Research limitations/implications The research centers on Maldonado-Torres's views on colonial and decolonial studies and encourages exploring LGBTQ+ issues through other decolonial perspectives. Practical implications The paper outlines strategies to cultivate an inclusive environment that emphasizes safety, inclusion, and well-being while supporting individuals as they explore their identities. Social implications The paper discusses how inclusive and affirming school environments can reduce stigma, support marginalized LGBTQ+ individuals, and influence societal attitudes toward equity. Originality/value The paper presents an interdisciplinary approach to LGBTQ+ education with decolonial studies through Nelson Maldonado-Torres, highlighting systemic marginalization and offering insights for inclusion.