This contribution takes as its point of departure the premise that despite recent efforts to build a more inclusive society, Canada as a nation has been founded by excluding certain groups from recognition as full citizens. This list of individuals includes the lesbian, gay, bisexual, transgender, queer or questioning, and two-spirit community. My article examines recent policy changes and pedagogical strategies which begin to redress the systemic and systematic marginalization of LGBTQ youth in high school education. In particular, I discuss the merits of using research-informed theatre to engage teachers, parents, school boards, government authorities and the wider community in debates about social justice and inclusion. The work of Tara Goldstein serves as a model for innovative research practices, applied theatre and creative pedagogy. I argue that Goldstein’s plays highlight the need for institutional change, curriculum reform and whole-school pedagogies in the struggle to achieve genuinely inclusive education.