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Dr Emily Meadows

Dr. Emily Meadows (she/her) is an LGBTQ+ consultant for international schools. In addition to her doctoral degree, Emily holds master’s degrees in both Sexual Health and Counseling, and has worked as an international school counselor for over a decade. She researches, publishes, and trains school communities on equitable policy and practice, while also teaching for the LGBT Health Policy & Practice graduate program at George Washington University. Emily is a Council of International Schools affiliated consultant and an International Schools Services affiliated consultant, and has developed inclusion standards, referenda, and trainings for professional organizations such as the New England Association of Schools and Colleges (NEASC), the International School Counselor Association (ISCA), The Fulbright Commission, the Association for International Educators and Leaders of Color (AIELOC), the Association for the Advancement of International Education (AAIE) and the American Psychological Association (APA). Having spent more than half of her life in international schools, Emily specializes in culturally-relevant solutions to promote LGBTQ+ safety, equity, and belonging worldwide.


Meadows, E. LGBTQ+ Identity affirmation in international schools: An Ethical framework for educators. Columbia University: Teachers College Record, 125(7-8), 300-307.

Amin-Arsala, T., Meadows, E., & Forssell, S. Lesbian, gay, bisexual, transgender and queer+ youth with disabilities: A literature review of current research. Manuscript in preparation.

Meadows, E. (2021). Let them play: A case for transgender athlete inclusion in international schools, The EARCOS Triannual Journal, Winter 2021, 28-30.

Meadows, E. S. & Shain, J. D. (2020). Supporting gender & sexual minority students in conservative school communities In Sprott, R. & Lytle, M. (Eds.) Walking the Walk: Addressing Gender and Sexual Orientation Diversity in Schools from Primary Education to College. Washington, DC: American Psychological Association Books.

American Psychological Association & National Association of School Psychologists, Contributing author. (2020). APA Resolution on supporting sexual/gender diverse children and adolescents in schools. Retrieved: https://tinyurl.com/APApolicy

Meadows, E. S. (2019). “That would never work here”: Overcoming ‘context paralysis’ on behalf of gender & sexual minority students worldwide In Wiseman, A. W. (Ed.) Annual Review of Comparative and International Education 2018 (International Perspectives on Education and Society, Vol. 37), 287-305. Bingley, United Kingdom: Emerald Publishing.

Meadows, E. (2018). Sexual Health Equity in Schools: Inclusive Sexuality and Relationship Education for Gender and Sexual Minority Students, American Journal of Sexuality Education, 13(3), 297-309.

Meadows, E. (2016). LGBTQ+ Considerations in International Schools In Blakeney, K. (Ed.) Teaching Overseas: An Insider’s Perspective, 55-56. Scotts Valley, California: CreateSpace.

Meadows, E. (2015). Resetting the bar: Solution-focused scaling for young children in international schools In Hogan, D. (Ed.) Solution Stories from Asia: Adapting Solution Focused Practice in Asian Contexts, 150-155. London, United Kingdom: Routledge.

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