Inclusion of Sexual Diversity in Schools from the Teachers' Perspective: A Qualitative Study

Abstract

The aim of this study is to inquire into how the teachers of the autonomous region of Castile and León address sex education and sexual diversity in the educational practices they use for the inclusion of LGTBIQ+ students in the classrooms and for the management of the differences between students, in the educational centers. A qualitative methodology, within an interpretive epistemic framework, was used to examine teaching skills and reality in the classroom. A total of 17 in-service teachers in educational centers of the region were surveyed. A semi-structured interview was carried out for data collecting. Data analysis revealed a need for training about terminology and methodological strategies to address sexual diversity in the classroom among teaching staff. These shortcomings entail the absence of educational practices that focus on this issue. These results highlight the need for teacher training in sexuality and to address sexual diversity in the schools by establishing protocols, action guides, programmes, and referents in their educational projects that promote the full inclusion of students and prevent discrimination.