International Schools for LGBTQ+ Youth: A Comparative Case Study of the Educational Function of International Schools in Poland

This study explores the role of international schools in creating safe and inclusive environments for lesbian, gay, transgender, bisexual, queer, and questioning (LGBTQ+) youth, particularly in light of the challenging political climate of the current prevailing authoritarian education policy in Poland. Drawing upon Merton’s concept of “educational functions” influenced by socio‐political and economic factors, we investigate how international schools navigate and subvert authoritarian policies to promote LGBTQ+ inclusion. Through a multi‐faceted approach analyzing curricula, media discourse, and school law documents, we examine the potential of international schools as agents of change in fostering educational inclusivity for marginalized groups. By examining the interplay between planned educational functions and implementation, the study sheds light on the potential of international schools to serve as inclusive spaces for LGBTQ+ individuals in politically charged environments. Our findings highlight the positive impact of international education programs in supporting LGBTQ+ students and contributing valuable insights to ongoing discussions on promoting diversity and acceptance in educational settings. Ultimately, the findings contribute to ongoing discussions about the challenges and possibilities of fostering educational inclusivity for marginalized groups in such politically charged environments as authoritarian systems of education.