In today’s increasingly open conversations around gender and sexuality, one question often arises—especially in my conversations with parents during community outreach: Can gender identity and sexual orientation be taught or influenced? It’s a question that touches not only on personal identity, but also on education, culture, and family concerns.

Research in psychology and neuroscience consistently shows that gender identity and sexual orientation are not things that can be “taught” or externally imposed. They are deeply rooted aspects of a person’s inner experience, typically forming in childhood or adolescence through a complex interplay of biological, psychological, and social factors. Education cannot create a particular orientation or identity—but it can shape whether individuals feel safe enough to explore and express who they truly are.

For example, the Canadian Psychological Association affirms that sexual orientation is not a choice, nor is it something that can be changed through external pressure. The American Psychological Association similarly warns against so-called “conversion therapy,” noting that it is not only ineffective but potentially harmful. Across professional bodies, the consensus is clear: the role of education is to support and understand, not to shape or alter identity.

So what about influence? That depends on how we define the term. If we mean that inclusive education and social environments help people feel more comfortable acknowledging and expressing their identity, then yes—there is influence. But this is not the same as indoctrination. When schools provide language, resources, and respectful space, young people may come to understand themselves more clearly. This doesn’t mean they’ve been “turned” into something they weren’t; it means they’ve been given permission to be honest.

The data supports this. According to Canada’s 2021 census, about 4% of Canadians identify as gay, bisexual, or another non-heterosexual orientation. Among youth aged 15 to 24, that number rises to 8%. Pew Research in the United States shows similar trends, with about 5% of adults identifying as LGBTQ+, and over 10% among Gen Z. These shifts reflect not a change in human nature, but a change in social openness—more people feel safe to speak truthfully about who they are.

It’s also worth noting that some people may have same-sex experiences at some point in life without continuing in same-sex relationships or identifying as LGBTQ+. This can happen for many reasons: emotional exploration, situational intimacy, later self-understanding, cultural or religious pressures, or simply personal choice. Some individuals may be bisexual but choose a long-term relationship with someone of the opposite sex. Others may feel same-sex attraction but decide not to pursue it. These journeys are complex and personal, and they should not be reduced to simplistic narratives of change or correction.

Importantly, this discussion is not about promoting or encouraging any particular identity. It is not advocacy or moral persuasion. It is a response to the reality of human diversity. The goal of public education is not to lead people toward a specific orientation or identity, but to ensure that everyone—regardless of who they are—can explore and express themselves without fear or shame.

Understanding does not mean agreement. Inclusion does not mean endorsement. In a pluralistic society, we can hold firm to our own convictions while still respecting the dignity of others. That is the foundation of civil dialogue and mutual care.

This post focuses on the social and psychological dimensions of gender and sexuality. In a forthcoming piece, I will explore theological perspectives, pastoral responses, and the role of parents in walking alongside children and youth as they navigate questions of identity. These aspects are equally important and deserve thoughtful, compassionate reflection.