Acknowledgements -- Glossary -- Symbols & Abbreviations -- Chapter One: Why is Policy Presumed Powerful?- 1.1 Introduction -- 1.2 Why a Policy Book?- 1.2.1 A policy push.-1.2.2 Presuppositions around policy’s power -- 1.3 What this Book Covers -- 1.3.1 How the ‘GLBTIQ’ acronym is used -- 1.3.2 How ‘sexuality’ and ‘sexuality education’ are used -- 1.3.3 Why secondary schooling?- 1.4 What is Policy, Anyway?- 1.4.1 Policy and power -- 1.4.2 Policy as discursive -- 1.4.3 Discourse and power -- 1.5 Conclusion -- Chapter Two: GLBTIQ Students; What’s the Problem?- 2.1 Introduction -- 2.11 Research on GLBTIQ students -- 2.12 Research gaps -- 2.2 ‘GLBTIQ Student’ Constructions are Discursive -- 2.3 Discourse Exemplars -- 2.4 Orientation-based Sexuality Education Discourse Exemplar -- 2.4.1 Conservative -- 2.4.2 Liberal -- 2.4.3 Critical -- 2.4.4 Post-modern -- 2.5 Conclusion -- Chapter Three: Studying Policy Impacts -- 3.1 Introduction -- 3.2 Methodology: Critical Discourse Analysis -- 3.1.1 Adaptation of CDA -- 3.1.2 Post-modern approach to description stage -- 3.1.3 Both core and innovative techniques -- 3.3 Research procedures -- 3.3.1 Data sources and collection methods -- 3.3.2 Source One: policies – textual analysis -- 3.3.3 Source Two: key informant interviews -- 3.3.4 Source Three: survey data – quantitative and qualitative analysis -- 3.4 Data analysis -- 3.4.1 Leximancer analysis of policy documents -- 3.4.2 Fairclough’s 10 CDA questions -- 3.4.3 Visual CDA techniques -- 3.4.4 Fairclough’s analysis of discursive practices -- 3.5 Ethical considerations -- 3.6 Conclusion -- Chapter Four:  How do Australian Policies Treat GLBTIQ Students?- 4.1 Introduction -- 4.2 Mapping the policy terrain – overview of the corpus -- 4.2.1 National policies: inclusion in principle -- 4.2.2 The policy states of the nation -- 4.2.3 Conclusions about policy discourses -- 4.3 Constructions of GLBTIQ students in key policies -- 4.3.1 National: part of the general diversity -- 4.3.2 NSW: Protected victims, potential complainants -- 4.3.3 QLD: Interpretively included, or not needy enough -- 4.3.4 Victoria: DEECD: Protected needy ‘at risk’ victims -- 4.3.5 Conclusions about how constructions function -- 4.4 Conclusion -- Chapter Five: Which Policies Are Useful?- 5.1 Introduction -- 5.2 Australian GLBTIQ students -- 5.3 Usefulness of policies in enhancing school level policy protection -- 5.3.1 National -- 5.3.2 State level -- 5.4 Usefulness of policies in increasing the purchase of affirming discourses -- 5.4.1 National -- 5.4.2 State level -- 5.4.3 School level -- 5.5 Usefulness of policies in encouraging support features -- 5.5.1 National -- 5.5.2 State level -- 5.5.3 School level -- 5.6 Usefulness of policies in encouraging supportive school climates -- 5.6.1 National -- 5.6.2 State level -- 5.6.3 School level -- 5.7 Conclusion -- Chapter Six: Conclusions & Outcomes -- 6.1 Discussion of findings -- 6.1.1 Policy positions: paucity AND polyvalence -- 6.1.2 Policy’s uses and usefulness -- 6.1.3 Policy’s presumed powers -- 6.2 Conclusions -- 6.2.1 Preferable policy positions -- 6.2.2 Useful policies -- 6.2.3 Policies with enhanced powers -- 6.2.4 Limitations -- 6.3 Implications -- 6.3.1 For education bodies and policy makers -- 6.3.2 For policy advocates and activists -- 6.3.3 For school staff -- 6.3.4 For teacher educators -- 6.3.5 For students -- 6.3.6 For academics -- 6.4 Outcomes -- 6.4.1 Brief overview of dissemination -- 6.4.2 International and national outcomes -- 6.4.3 State-specific outcomes -- 6.5 Conclusion.