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Advances in the legal rights of sexual minority groups in Canada over the past 20 years have lead to an increased understanding of sexual diversity as a human rights issue. Public education has attempted to reflect this change through policy and curriculum. However, such progressive reforms are weakened by the fact that Canadian Catholic schools often sidestep them due to perceived conflicts with religious beliefs. Paying particular attention to the evasive practices of Catholic schools, this paper explores opportunities to address diversity and inclusion issues available through curriculum, as well as through the individual agency of teachers and students.