Dr. Emily Meadows
LGBTQ+ Consultant for International Schools
I support educators, students, and school communities in developing
culturally-relevant, legally-compliant, research-backed knowledge, systems and skills
to effectively cultivate safety, equity, and belonging
for LGBTQ+ people in international schools.
ABOUT
-
Dr. Emily Meadows (she/her) is an LGBTQ+ consultant and published author specializing in international schools. Dr. Meadows’ work bridges safeguarding and inclusion, particularly around gender and sexual identity, making her a unique and sought-after voice in child protection discussions that center around identity-based harm. Dr. Meadows creates an environment that is non-judgmental and engaging for her clients, while taking an intersectional approach that addresses both the why and the how of safety & belonging so that school communities can effectively affirm and support LGBTQ+ students, colleagues, and families.
SERVICES
-
Policy
Review, design, and implement policies to protect and support LGBTQ+ people in your organization
-
Professional Learning
Workshops and training sessions on LGBTQ+ equity and belonging for educators, students, and other school community members
-
Coaching & Consultation
Individual or small group coaching and consultation on LGBTQ+ related matters in education
-
Speaking Engagements
Keynoting and interactive conference workshops on international LGBTQ+ equity and belonging
Resources
Clients
What People Are Saying
“One of the important discoveries international school leaders have made in past years is the expertise and significant voice of Dr. Emily Meadows. Her reasoned yet steadfast approach to supporting diversity, equity social justice and belonging brings urgency and a fresh perspective to moral leadership and rethinking the culture of teaching and learning in our schools.”
— dR. Mark Ulfers, director
US office of overseas schools
“Emily was outstanding as a presenter and
made the topic accessible to all of us
regardless of where we are in our knowledge base
or experience through her warm manner and
encouragement to stay in the game.”
— isca conference participant
“Emily's demonstrated her depth of knowledge on the subject and her dedication to making a positive impact through her work. She encouraged us all to think from various perspectives, reflect on them, and take action.”
— Stephanie tao, Counselor
International school Manila
“Emily has a huge amount of knowledge on this subject, and was able to deliver it in a very effective way. She got us to consider this issue from a new perspective, without ever being forceful, or critical of different views.”
— Laura Davies, Athletic Director
Lanna International School
“Emily possesses the qualities of integrity, professional knowledge, and caring which characterize our profession at its very best.”
— Dr. Susan boyer, Principal
American School of Kuwait
“This was the most relevant, useful, and informative (both professionally and personally) PD I have attended in years.”
— ECIS Full Day Deep-Dive participant
“Emily has the personality and the 'magic' to connect with children and adults.”
— Maya Nelson, Interim Head
Jakarta Intercultural School
“Emily introduced the topic fearlessly and with sensitivity.”
— educator
American School of the Hague
“Emily is passionate about research and evidence-based practices; she has a depth of knowledge in her field, and her keen desire to make a difference is admirable.”
— Dr. Natalie Broderick, director of student services,
Hong Kong International School
publications
-
Meadows, E. (2025). Refresh Your Student Dress Guidelines. InterEd, 55(136), 21-25.
Meadows, E. (2023). LGBTQ+ Identity affirmation in international schools: An Ethical framework for educators. Columbia University Journal: 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. (2016 – Present). Author and blogger for The International Educator. Retrieved: https://blog.tieonline.com/category/emily-meadows/
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.