In this master's thesis, we examined the attitudes of pre-service primary school teachers towards the inclusion of same-sexuality-related topics in teaching. We chose this topic because we believe that Slovenian society has become increasingly open to diversity in recent years. Nevertheless, it remains largely heteronormative, meaning that heterosexuality is often perceived as the default, "normal," or dominant form of identity and intimate relationships. Such societal norms are also reflected in the school environment, curriculum, interpersonal relationships, and everyday communication.
The theoretical part of the thesis presents the key concepts and terminology related to same-sexuality, gender identity, and sexual orientation. Particular attention is given to the concept of heteronormativity and its influence on society and the educational environment. Furthermore, the thesis addresses rainbow families and various societal responses to same-sexuality, with a particular focus on prejudice, stereotypes, discrimination, and homophobia, which continue to persist in contemporary society. It also explores the importance of human rights, inclusive education, and the acceptance of diversity within the educational process. Special emphasis is placed on the chapter Same-Sexuality and School, which examines the role of schools, teachers, curricula, and the broader social environment in shaping attitudes towards same-sexuality and fostering an inclusive school climate.
The empirical part is based on a quantitative study conducted using an online questionnaire. The research followed an empirical methodological approach. The main objective was to obtain a comprehensive insight into the attitudes of pre-service primary school teachers towards addressing and incorporating same-sexuality-related topics into classroom teaching.
The findings indicate that most respondents support the inclusion of same-sexuality-related topics in the curriculum and recognize the importance of creating an inclusive learning environment in which all pupils, regardless of their family background or personal identity, feel represented and accepted. At the same time, many participants reported feeling insufficiently prepared to address these topics and expressed a need for more practical examples, professional training, and clear teaching guidelines. The most frequently identified barriers were concerns about potential negative reactions from parents and the local community, as well as fear of presenting these topics in an inappropriate or inaccurate manner. The results highlight the need for a more systematic integration of topics related to family diversity, sexual orientation, and inclusive teaching practices into the education and training of future primary school teachers.
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