The present work is the outcome of an in-depth analysis of the findings obtained through a systematic review on in-service high school teachers' attitudes and opinions regarding Sexuality Education (SE). Specifically, within the one hundred and three articles included and the four emergent themes categorized, 19 articles focused on teachers' perspectives towards LGBTQ+ issues and sexual identity. From the perspective of the Comprehensive SE (CSE) approach, the inclusion of LGBTQ+ issues is crucial for enhancing knowledge, awareness, and fostering a positive approach to sexual diversity. While international guidelines suggest introducing LGBTQ+ issues as early as ages 0-4 (FoSE, 2020; WHO, 2010) or 9-12 (UNESCO, 2018), discussions about these topics often seem more feasible with adolescents. Discussing sexual identity in early childhood aligns with the understanding that sexual identity begins to develop during childhood (Corbisiero & Nocenzi, 2022). However, most formal programs are designed for adolescents, to help them face the challenges of adolescence and become adults with positive sexual health (Goldfarb & Lieberman, 2016). Therefore, it becomes fundamental to prevent the consolidation of sexual false myths and stereotypes of any form by implementing CSE programs. The present work highlights a common opinion among teachers. Generally, they express challenges in managing LGBTQ+ issues due to social resistance and the prevailing cis-heteronormative culture (Hayes et al., 2022). Some view non-cis-heterosexual identities as unnatural, deeming classroom discussions on LGBTQ+ issues unnecessary, and preferring to address them only if students express interest (Francis, 2012; Sondag et al., 2020). However, other teachers recognize the importance of promoting respect for individuality in SE curricula (Sanjakdar, 2013). This study also uncovers a variety of viewpoints among teachers, with some advocating for inclusive discussions on non-cis-heteronormative sexual identities as a significant step toward fostering inclusivity and empowering all students (Sava et al., 2021). Furthermore, some teachers emphasize the need for SE to include gender equality, despite implicit cultural messages persisting in the classroom (Planting-Bergloo & Arvola Orlander, 2022). CSE curricula are essential for reducing bullying, minimizing coercion, and school dropouts, while increasing self-efficacy, knowledge, communication skills, positive attitudes toward sexuality, respect, and behaviors aligned with social norms (CDC, 2010; Soster et al., 2022). CSE integration in teacher training programs, both pre- and in-service, should be prioritized, investing to enable them to explore their values and become more aware of how to conduct CSE lessons (UNESCO, 2023). These findings provide evidence regarding teachers' challenges and opinions, thereby establishing a baseline for potential future research direction.

Even today, despite the fact that more than fifty years have passed since the publication of Barbagli and Dei's book (1969), official statistics (Orizzontescuola, August 3, 2021) tell of a teaching profession that is almost exclusively female: out of 943,681 teachers of all ranks and levels, 81.5 percent (768,667) claim to be female and only 18.5 percent (175,014) male (MIM, August 31, 2023). Schools, therefore, continue to perpetuate those socio-cultural conditionings - described masterfully by Gianini Belotti as early as 1973 - that push women to take on caring roles to a greater extent than men, while MIM, solely in its choice to collect and disseminate workers’ data according to binary parameters (male/female), is a spokesman for traditional power relations.

On the other hand, although institutions have the function of crystallizing social relations in order to fulfill specific tasks (Malinowsi, 2013), they are unable to stop-and fortunately, we would add-social changes. The school, for example, is now intersected by a multitude of bodies - not only conforming, conventional, expected bodies, but also hybrid (Haraway, 1995), excessive, queer (Burgio, 2012; Burgio & Lopez, 2023) and crip (McRuer, 2006; 2012) - capable of challenging hegemonic identity norms in the areas of gender, race, class, sexual orientation, (dis)ability and of conveying new cultural and political content. Indeed, different bodily expressions can be interpreted as forms of reappropriation and resistance to identity and cultural homogenization. If society and institutions - educational ones as much as prison ones (Gramsci, 2019; Foucault, 2014; Davis, 2009) - work in order to normalize irregular and imperfect bodies by bringing them back to standards of acceptability, performing one's difference (even in an excessive, almost parodic way) can serve to bring identity norms and, consequently, systems of power to the surface (Butler, 2014; 2017).

Given this theoretical framework, the questions from which our research moves concern teachers who do not identify with gender binarism and, in particular, with the sex they were assigned at birth. We wondered, in particular, how transgender people act out their role as teachers, but more importantly, how the context and school personnel perceive them and, possibly, incorporate them into a gestalt in which they are not expected.

Accordingly, the objectives of the research were:

- to understand through what processes transgender people are included or, conversely, excluded and marginalized in school settings;

- to know the motivations that led these individuals to swell the ranks of the school sector despite the fact that in the collective imagination the teacher is still female;

- investigate the political awareness of these individuals, who - with their nonconforming bodies - cross institutional spaces;

- to probe the presence of a network of teachers who belong to the LGBTQIA+ community.

Methodologically, our investigation took the form of a case study aimed at "describing, analyzing, and interpreting the uniqueness of real individuals and situations through accessible accounts" (Cohen, Manion & Morrison, 2011, p. 128).

In 1997, the World Association for Sexual Health formulated a declaration asserting individuals' rights concerning sexuality, sexual health, and sexual well-being. The right to sex education is recognized as a fundamental tool in promoting gender equality, preventing sexually transmitted infections, and safeguarding sexuality. The WHO, ten years later (2010), proposed the "Standards for Sexuality Education in Europe," which became a framework for holistic sexuality education encompassing cognitive, emotional, social, relational, and physical aspects, promoting health, well-being, and relational skills (Landi, 2017; Marmocchi et al., 2018; Bruno, 2021; Corbisiero & Monaco, 2022; Ghigi, 2023).

In Italy, however, sex education remains one of the most contentious issues. The main reasons for the divergences revolve around whether and to what extent sexuality is solely a private matter or assumes public and social significance. There is no specific law regulating sex education and mandating it in Italian schools, but schools cannot ignore addressing themes such as gender, sex, and identity, which are areas of discrimination and disadvantage (Burgio, 2020; Roberti & Selmi, 2021; Demozzi & Ghigi, 2024). Until affective-sexual education becomes integrated into curricula, the responsibility will fall on individual school administrators and on the willingness of individual teachers. However, no previous generation has received education on these matters, especially the thousands of teaching professionals who do not feel adequately prepared for the task.

For these reasons, an exploratory study was conducted in the academic year 2022-23 with descriptive purposes aimed at capturing the expectations, opinions, beliefs, and socio-demographic data of students enrolled in "Education on Affection and Sexual Relationships" within the Bachelor's Degree in Social and Cultural Education at the University of Bologna. The objective, besides examining the prior knowledge of students on the topic, was to obtain initial feedback on the course (established in the academic year 2021-22), which enriched and enhanced the educational offerings with content scarcely explored in university education.

Specifically, perceptions of knowledge on affection and sexuality themes, the perceived competence in managing related educational situations, and opinions on the course, teaching strategies, and perceptions of knowledge and competence were assessed before and after the course. Data were collected through an online questionnaire administered to attending students. The questionnaire was completed anonymously and voluntarily by a total of 85 students at the beginning of the course and 66 at the end. It represents a convenience non-probabilistic sample characterized by a predominance of female respondents (86%), with a significantly smaller proportion of male respondents (8%) and those who do not identify in binary modes (6%).

The contribution will present the theoretical-methodological frameworks of the course and focus on the outcomes of both questionnaires. Specifically, it will propose some reflection on the perception of preparedness before and after the course, the effectiveness of the course regarding objectives and teaching strategies used, and the importance of these topics for educational professions.

More recent young adult literature proposes plural models of identity development. Identity, gender role, sexual orientation are presented in a plural way through the narration of complexə, articulateə, realisticə, positivə protagonists. The analysis of some successful novels of recent years allows us to see character traits that do not respond to dichotomous normativity, often not even to what we can call 'the normativity of the exception'. There are many paths to follow in order to understand what this new literature can offer to broaden the horizon of educational research. In this contribution, an attempt is made to make a reconnaissance, without any claim to exhaustiveness, of some important novels belonging to this literature, almost always with an excellent response also in terms of the public, which give life to characters that do not respond to the traditional canons of children's literature. Some of these novels are already aimed at pre-adolescents. By presenting a non-typological but descriptive narrative analysis, a pedagogical reading centred on bibliodiversity and evidence will be proposed. In the light of the evidence gathered from research that tells us about the capacity of reading to enhance relational skills, foster understanding of others and prosociality, what will literary frequentation of queer characters determine?

This contribution is part of a broader doctoral study aimed at analysing the experiences of transgender individuals within the Italian school context and the adoption of the carriera alias (alias career) in Italian secondary schools. In this text, the umbrella term transgender is used inclusively for individuals whose gender identity does not align with the sex assigned at birth, encompassing both binary and non-binary individuals.

Between April 2019 and February 9, 2024, approximately 329 Italian schools adopted the alias career, a confidentiality agreement recognising transgender students. This agreement allows for the use of a chosen name on unofficial documents, such as electronic records and school e-mail, but does not always address the challenges faced by transgender students due to bullying, violence, and harassment (Bourelly et al., 2022; Bourelly, 2023). The doctoral research aims to describe and analyse the school experiences of transgender students and the adoption of the alias career in Italian secondary schools, utilising a mixed-method approach.

Transgender students often encounter bullying, marginalisation, and systemic microaggressions due to a strongly cisnormative school environment (McBride, 2021). The adoption of the alias device addresses these issues by providing students the opportunity to live authentically. Still, challenges persist, including invalidation of gender identity and lack of respect for chosen names and pronouns.

The alias career operates as a normalisation device (Foucault, 1975), intersecting power and knowledge to regulate and control individuals. This aspect of the device raises concerns about adultism (Castañeda, 2014; Owen, 2014) and the risk of gatekeeping, especially in case the diagnosis of gender dysphoria/gender incongruence is required (American Psychiatric Association, 2022; World Health Organization, 2021). The lack of recognition and respect is even more evident for non-binary students due to binarism and cisgenderism (Johnson et al., 2020; Paechter et al., 2021). Indeed, non-binary pupils often lack essential support such as bathroom and locker room access and respect for chosen pronouns and are denied access to the alias device due to the necessity of providing the school with a diagnosis in most institutions adopting the device, which many non-binary youths do not wish to acquire.

In conclusion, the research highlights through the analysis of the alias career regulations and interviews with transgender students who obtained the device the need for transformative pedagogy, recognising and minimising the impact of cisnormativity in schools. Challenges related to binarism, normalisation, adultism, bodily autonomy, and gendered language (Johnson et al., 2020; Paechter et al., 2021; Manera, 2021) extend beyond the alias device and need to be addressed with the broader school community to acquire a real change. Indeed, it is necessary to advocate for policy changes to challenge institutional cisnormativity and call for a pedagogy of differences to address the unique experiences of transgender students by considering the many needs and issues faced by diverse members of the community by not treating its members as a monolith.