LGBTQ+ inclusive books in primary schools linked to more accepting attitudes, study finds

A new study from the University of Alicante indicates that introducing LGBT-inclusive literature into primary school classrooms can lead to more accepting attitudes among pupils, particularly in relation to gay and lesbian peers and the possibility of same-sex attraction in themselves.

The research, published in the international journal Education Sciences, was conducted by academics Guillermo Soler, María Ribes and José Rovira-Collado from the Department of Teaching Innovation and Training at the University of Alicante. Their central question was clear: can stories that reflect affective-sexual and gender diversity influence how children in the final year of primary school understand and accept LGBT people?

To explore this, the team worked with 77 sixth-grade pupils at two schools in Elche. The students were split into two groups. An experimental group of 31 pupils took part in Spanish Language and Literature lessons that integrated LGBT-inclusive texts. A control group of 46 pupils continued with the standard reading curriculum followed by their schools.

Across one academic year, the experimental group read and discussed an extensive range of texts, including picture books, traditional tales, poems, comics and excerpts from young adult novels. These works presented diverse families, different gender expressions and a variety of real-life situations. The selection included Little David, which centres on the son of a same-sex male couple; Titiritesa, which follows a girl who wishes to marry another girl; and And Tango Makes Three, inspired by two male penguins who care for and raise a chick together.

Classroom sessions were accompanied by guided activities led by teachers. Pupils were invited to analyse how non-heteronormative characters were presented and to reflect on their experiences within the stories. Certain texts contained scenes of rejection or bullying. These episodes were discussed directly in order to promote open dialogue about respect, empathy and inclusion for LGBT people and for those with LGBT family members.

At the end of the school year, all 77 pupils completed the same questionnaire. The tool was designed to measure acceptance of lesbian, gay, bisexual and trans people, willingness to have LGBT friends, openness to the possibility of same-sex attraction and aspects of self-concept and self-acceptance, including attitudes relating to trans identity.

The analysis revealed clear differences between the two groups. In the experimental group, no pupil rejected the idea of having a lesbian or gay friend. In the control group, 6.5 percent expressed reluctance about this possibility. Both groups reported high levels of acceptance of bisexual and trans people, with figures above 70 percent, and in this area the researchers did not identify statistically significant differences between the groups.

The team advises cautious interpretation of the findings, as the research took place in only two schools. Even so, the data point to the potential of structured educational practices, grounded in inclusive literature and guided discussion, to promote more open attitudes towards diverse sexual orientations and gender identities among primary school pupils.

The authors call for a review of existing curricula so that content on sexual diversity and gender identity is integrated from the earliest stages of education. In their view, curriculum design should encourage thoughtful reflection on a spectrum of identities and family models, help to prevent bullying and violence and contribute to the creation of safer, more respectful school environments where LGBT children, and children from LGBT families, feel recognised and protected.

Why this matters for the workplace

Today’s primary pupils will become tomorrow’s colleagues, managers and business leaders. The way they learn to understand diversity at school shapes how they approach inclusion in professional settings later in life. When children regularly encounter LGBT characters and families in their reading, and discuss them in a structured, respectful way, they develop habits of empathy and acceptance that later influence how they treat LGBT coworkers and clients.

For employers, this study offers an early view of future workforce expectations. Young people educated in environments where LGBT inclusion is normalised are more likely to seek out organisations that value equality and psychological safety. They tend to contribute to healthier workplace cultures, more collaborative teams and stronger engagement from LGBT employees and allies alike. Companies that align with these values position themselves more competitively in attracting and retaining talent, especially among younger generations for whom diversity and inclusion form a core part of their decision-making around careers.

Business leaders who recognise the importance of these findings can act now by strengthening their own LGBT inclusion strategies, reviewing policies, training and culture, and connecting with communities that prioritise equality. Platforms such as myGwork, which brings together LGBT professionals and inclusive employers, provide a practical way to translate these educational insights into concrete workplace action.

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