Abstract
The US school system is dominated by heteronormativity in the formal curriculum that gives preference to binary conceptions of sexuality. School leaders play a role in supporting or disrupting school policies facilitating or inhibiting curricular inclusion of queer content in course materials and an instructional pedagogy that promotes an equitable and inclusive educational process. Using a qualitative design and phenomenographic data analysis method, the purpose of the study was to use a queer/curriculum theory lens to explore secondary level school leaders’ perceptions about their experiences with the inclusion of queer related content in the course curricula in their schools. The sample included seven secondary level educational leaders from schools in a northeastern state in the USA. Using a qualitative design and phenomenographic data analysis methods of in‐depth interviews, five categories of description of leader perceptions were identified: (1) lack of inclusion of queer content in formal state curricula, (2) recognized need for inclusion of queer content in the formal curricula, (3) informal inclusion of queer content in the course curriculum, (4) teacher reluctance to include queer content in the curriculum, and (5) providing teachers with resources and professional development opportunities related to integrating queer content into their course curriculum.