The Importance of Teaching About Both Heterosexual and Non-Heterosexual Relationships in School

There is ongoing debate about whether schools should include LGBTQIA+ education in their curriculum. Some argue that exposure to this information might influence a student’s sexuality, and that these conversations should be left to parents. However, many students receive little to no education at home about the non-heterosexual community. This lack of knowledge puts LGBTQIA+ students at a higher risk of discrimination and feelings of isolation at school.

Exposure to misinformation or anti-LGBTQIA+ beliefs increases students' risk of mental health struggles. Studies show that LGBTQIA+ students are more likely to experience depression, anxiety, substance use, and suicidal thoughts due to minority stress, lack of acceptance and feeling unsafe (Snapp et al., 2015; Tran et al., 2023). Incorporating education on diverse identities creates a safer environment and is proven to significantly reduce mental health risks for LGBTQIA+ individuals (Neihaus et al., 2025). The reality is that learning about sexual orientation does not change a person’s identity in this way (American Psychological Association, 2008). Having a teacher who is part of the LGBTQIA+ community does not influence the sexual orientation or gender identity of their students (Roselli, 2018).

Providing inclusive education isn’t about influencing students; it’s about fostering understanding, safety, and respect. Inclusive education should acknowledge that not all relationships include a cisgender man and a cisgender woman, which can and does make a meaningful difference for those who don’t fit into this category. Research consistently supports that an LGBTQIA+ inclusive curriculum can help create a safer and more equitable learning environment for all students (Burdge et al., 2013; Kosciw et al., 2012; Quinn & Meiners, 2011; Russell et al., 2010; Szalacha, 2003; Toomey et al., 2012; as cited in Snapp et al., 2015). 

Simply having a reference to non-heterosexual relationships, acknowledging that this is something that naturally occurs in a portion the population and is okay, may be all that a student struggling with their identity may need to feel less shame and isolation. 

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If you or someone you know is struggling, please reach out for a consultation or call 988 for further resources.

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‍Author's note: The content in this article is for educational purposes only. Please speak with a healthcare provider to obtain appropriate recommendations for any mental health concerns.

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References

American Psychological Association. (2008, October 29). Understanding sexual orientation and homosexuality. https://www.apa.org/topics/lgbtq/orientation

Neihaus, A., Toomey, R. B., & Brochin, C. (2025). The Rights of Trans and Queer Learners in K-12 classrooms. Theory Into Practice, 64(1), 60–72. https://doi.org/10.1080/00405841.2024.2389016 

Roselli, C. E. (2018). Neurobiology of gender identity and sexual orientation. Journal of Neuroendocrinology, 30(7), e12562. https://doi.org/10.1111/jne.12562

Snapp, S. D., McGuire, J. K., Sinclair, K. O., Gabrion, K., & Russell, S. T. (2015). LGBTQ-inclusive curricula: why supportive curricula matter. Sex Education, 15(6), 580–596. https://doi.org/10.1080/14681811.2015.1042573

Tran, J. T., Loecher, N., Kosyluk, K. A., & Bauermeister, J. A. (2023). Anti‐LGBTQ+ sex education laws: The effects on students and implications for schools and school practitioners. Psychology in the Schools, 60(12), 5062–5075. https://doi.org/10.1002/pits.23013