https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl <p>IJEPL is a refereed electronic journal dedicated to enriching the education policy, leadership, and research use knowledge bases, and promoting exploration and analysis of policy alternatives.</p> IJEPL is a joint publication of Simon Fraser University, the University of Delaware, and PDK International. en-US International Journal of Education Policy and Leadership 1555-5062 <p>Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Attribution-Noncommercial-Share Alike 4.0 Unported License</a>. </p><p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1553 <p class="p1">The purpose of this study was to explore the impacts of anti-2SLGBTQIA+ sentiments in mainstream media on 2SLGBTQIA+ youth. Using the Minority Stress Framework and a case study format, qualitative interviews were conducted with 15 youth. While participants described the impact of media-driven stigma and negativity, many directly referenced Saskatchewan’s “pronoun policy,” viewing it as an institutional reinforcement of anti-2SLGBTQIA+ sentiment. The policy made discrimination feel targeted, immediate, and personal for these participants. Discussions of social exclusion, safety concerns, and institutionalized discrimination reflect the harmful influence of restrictive governance policies. These findings build on existing research on the compounding impacts of minority stress and institutional stigma in education and underscore the need for responsible and inclusive education policy and governance.</p> Michelle Bussière-Prytula Adrienne Schenk Christopher Florizone Copyright (c) 2026 Michelle Bussière-Prytula, Adrienne Schenk, Christopher Florizone https://creativecommons.org/licenses/by-nc-sa/4.0 2026-04-21 2026-04-21 22 1 23 pp 23 pp 10.22230/ijepl.2026v22n1a1553