The Educational Community and the Inclusion of LGBTIQ+ Students: Towards a Rainbow School Free from LGBTIQphobia

Abstract

In a society that advocates for human rights, a moralistic, needs-based approach is incompatible with policies and practices that ensure educational inclusion for all individuals regardless of gender identity or sexual orientation. This study analyses the perspectives of members of the educational community on sex–gender diversity. Specifically, it presents the views of 32 individuals from four primary schools located in southern Andalusia. A qualitative methodology based on interviews and content analysis was employed, supported by NVIVO12 software. The findings reveal differing understandings of sex–gender diversity; the school’s stance on such diversity and, particularly, on LGBTIQ+phobia; as well as the role of initial teacher training in this area.