Study links introducing LGBT stories to more inclusive attitudes in primary schools

Can literature foster greater acceptance of LGBT people among primary school pupils? This is the core question behind a study conducted by researchers Guillermo Soler, María Ribes, and José Rovira-Collado from the Language and Literature Didactics area of the Department of Teaching Innovation and  Training at the University of Alicante (UA).

Published in the international scientific journal Education Sciences, the research indicates that incorporating classroom readings related to affective-sexual and gender diversity can encourage more positive attitudes towards the inclusion of non-heteronormative identities.

To carry out the study, the UA team conducted several interventions in Spanish Language and Literature classes with sixth-grade primary pupils across two schools in Elche. A total of 77 pupils took part, with 31 students assigned to an experimental group and 46 to a control group.

Over the course of an academic year, the control group followed their standard reading curriculum, while the experimental group worked with picture books, traditional tales, poems, comics, and excerpts from young adult novels depicting diverse real-life situations. The selection included titles such as Little David, which features the son of a same-sex male couple; Titiritesa, which explores a young girl's wish to marry another girl; and And Tango Makes Three, which tells the story of two male penguins adopting a chick.

Alongside promoting reading, the UA researchers explained that guided activities were conducted during the sessions to analyse and discuss the presence and representation of non-normative characters. In fact, some texts featured instances of rejection or bullying, which were addressed through dialogue to encourage reflection on respect and inclusion.

At the end of the school year, all participants completed the same questionnaire designed to measure the acceptance of lesbian, gay, trans, and bisexual people, as well as self-concept and self-acceptance.

Results

Following the pedagogical intervention and subsequent data analysis, results showed that the experimental group demonstrated higher acceptance of having a lesbian or gay friend, with zero responses indicating rejection. Conversely, 6.5% of pupils in the control group expressed reluctance towards this possibility. Regarding the acceptance of bisexual and trans individuals, both groups exceeded 70%, showing no statistically significant differences.

The contrast was more pronounced when asking pupils about the possibility of feeling attracted to someone of the same sex. Positive responses reached 45.2% in the experimental group, compared to 28.3% in the control group. Simultaneously, rejection dropped from 30.4% in the control group to 9.7% in the experimental group.

The authors emphasise that "these findings do not imply that students identify as homosexual or bisexual, as the question assessed their willingness to accept that possibility within themselves, rather than determining their sexual orientation."

Regarding the self-acceptance of trans identity, 38.7% of the experimental group gave negative responses to the prospect of identifying with a different gender, with 35.5% offering neutral responses. "In this variable, we likewise found no statistically significant differences between the groups," the researchers added.

Although these results should be interpreted with caution, given that this represents an initial study conducted across two schools, the data suggest that such educational practices can foster positive changes in pupils' perceptions.

The authors highlight the importance of reviewing the curriculum to incorporate content that encourages reflection on sexual diversity and gender identity from the earliest stages of education. "This is necessary not only to raise awareness of different realities, but also to prevent bullying and violence while fostering safe school environments," they noted.