Desynchronizing for inclusion—How schools with international curriculum in Poland navigate educational change under ideological constraint

Abstract In tightly regulated education systems, international programmes such as the International Baccalaureate (IB) can give schools some room for autonomy. This article examines how IB schools in Poland support LGBTQ+ students under restrictive educational policies. The analysis draws on complexity theory and on the concept of desynchronization, defined here as small but deliberate departures from dominant educational norms. The analysis uses interviews with teachers and students, school documents, social media posts, and national media materials. The findings suggest that schools do not usually support inclusion through open political opposition. Instead, they do so through everyday practices that fit formal school requirements. These include classroom discussions in which different identities can be spoken about in ordinary ways, as well as teaching materials that expose students to a wider range of perspectives. Teacher–student relationships also play an important role, as they reduce control over the expression of identity and strengthen the sense of safety. Inclusion is also supported by school autonomy. It is expressed in the alternative organization of time, bilingual communication, and greater student participation in school life. Schools also cautiously limit the public visibility of inclusive activities in order to reduce external pressure. The findings show that under ideological constraints, inclusion depends not only on the curriculum but also on the organization of the school. They also point to the need for clearer institutional frameworks for more open and sustainable inclusive practices.