Importance of Data Literacy for 2SLGBTQ+ Social Work Education and Practice

For social work educators, data literacy is central to preparing students for evidence-based practice. It involves not only interpreting numbers but also asking how data are collected, who is missing, and how findings should guide policy and practice.

In Canada, recent changes in national surveys have improved visibility of 2SLGBTQ+ populations. The 2021 Census was the first to include sex at birth and gender identity, producing national counts of transgender and non-binary Canadians. The Canadian Community Health Survey now regularly measures sexual orientation and gender identity, and the 2026 Census will add a sexual orientation question. These advances are important, yet challenges remain: small subgroup sizes limit analysis, attraction and behavior are rarely measured, and some groups may still be undercounted due to nonresponse.

For social work education, three teaching points stand out. First, students should recognize both progress and gaps in data collection. Second, they should learn to connect quantitative data and statistical information with qualitative research and community knowledge. Third, students should use data critically for advocacy, such as highlighting mental health disparities or healthcare service barriers facing 2SLGBTQ+ people.

By teaching students to approach 2SLGBTQ+ data with caution and creativity, social work educators can ensure that future practitioners use evidence not just to describe inequities but to actively challenge them.