Radically supporting LGBTQIA2S+ youth: harnessing the power of storytelling for critical inclusivity in Pre-K-12 schools

Purpose This conceptual paper aims to explore the transformative role of critical storytelling in fostering inclusivity and well-being for LGBTQIA2S+ youth in Pre-K-12 schools. It addresses the limitations of current inclusive practices and advocates for a shift toward brave, critically inclusive spaces within Gay-Straight Alliances (GSAs). Design/methodology/approach This conceptual paper integrates a review of existing literature, an examination of LGBTQIA2S+ students’ school experiences and a conceptual framework informed by critical inclusivity and storytelling as praxis. In addition, this conceptual framework incorporates nepantla and queer futurity to propose a transformative model for GSAs. Findings GSAs are shown to significantly enhance school climates, mental health and academic outcomes for LGBTQIA2S+ youth. However, challenges remain, particularly in supporting Students of Color and those from other marginalized backgrounds. By transitioning GSAs into brave, in-between spaces that emphasize storytelling as praxis, these alliances can more effectively dismantle systemic inequities and contribute to student agency. Practical implications This paper offers actionable strategies for educators and facilitators, including the use of diverse storytelling mediums and digital platforms to amplify marginalized voices. These practices can be adopted to create more inclusive and sustainable GSAs, ensuring critical inclusivity for all LGBTQIA2S+ youth while fostering systemic change within educational institutions. Originality/value This study uniquely integrates the concept of critical inclusivity with storytelling as praxis for individual and collective transformation. By reimagining GSAs as spaces for identity exploration and collective agency, it provides an innovative approach to addressing inequities in Pre-K-12 schools.