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

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

An excellent, interesting, and highly relevant article. It is well written, professional and convincing. I particularly like the focus on the normalization and banalization of LGBTQ-violence. I have only the following comments:

1. I want to know a little more about the interview process: where and how did it take place (oral or written? questionnaires? how where the informants selected? etc.).
2. The paper seems to focus only on extra-curricular activities. What about LGBTQ-inclusion in the curriculum? Is that not important.
3. Just a suggestion. I think Eve Kosofsky Sedgwick's concept of "powerful ignorances" from "Tendencies" might be productive.
4. Perhaps you could  very briefly explain differences between private and public schools in the Spanish system for non-Spanish readers.

Author Response

Comment 1. I want to know a little more about the interview process: where and how did it take place (oral or written? questionnaires? how where the informants selected? etc.).

Response 1: Thank you for the question, as it enriches the methodological section of this article.The interviews were conducted in person at the interviewee’s workplace, following a pre-designed script with semi-structured questions intended to stimulate dialogue. All interviews were recorded and subsequently transcribed. Participants were selected using the snowball sampling method, that is, through referrals. While the sampling process was guided by this approach, care was taken to ensure that the sample reflected the perspectives of teachers from schools with different types of ownership—specifically, both public and private institutions. This information has been included in the Sample section of the article.

Comment 2. The paper seems to focus only on extra-curricular activities. What about LGBTQ-inclusion in the curriculum? Is that not important. 

Response 2: Thank you for your observation. It is not that the article focuses solely on extracurricular activities; in fact, only one school includes sex-gender diversity in its curriculum, while the remaining schools carry out only occasional activities on the subject.

Comment 3. Just a suggestion. I think Eve Kosofsky Sedgwick's concept of "powerful ignorances" from "Tendencies" might be productive.

Response 3: Super interesting suggestion, it certainly enriches the article. A reference to this author's work is included, with an allusion to Louro -cited in the article-, who is undoubtedly inspired by her concept. "This author is inspired by the concept of “powerful ignorance” from Sedwick's book titled Tendencies (1993) who suggested that knowledge and understanding can be actively constructed and maintained through a strategic acceptance of what is not known or what is actively avoided"

Comment 4. Perhaps you could  very briefly explain differences between private and public schools in the Spanish system for non-Spanish readers.

Response 4: Thank you for your comments, we will include this information in the article as it is relevant to understanding the comparison. The main difference between the two models (private and public school) is the degree of state control and the financial cost to families. While public schools guarantee accessible education, equally trained teachers and common curriculum standards, public schools offer more autonomy, exclusivity and educational variety, but at a high price. Also, private schools in Spain are predominantly religious while public schools are secular. 

 

We hope to have answered your questions and remain attentive in case there are further suggestions. Thank you for your time.

Reviewer 2 Report

Comments and Suggestions for Authors

This article highlights a critical gap between legal progress and everyday educational practice. While inclusive policies exist in theory, they remain largely unimplemented in classrooms due to cultural inertia, lack of training, and social fears. Importantly, the study underscores the need to treat affective-sexual education not as a sensitive add-on, but as a foundational human right. The absence of student voices is a limitation, but the depth of adult perspectives reveals key structural barriers and opportunities for change. Unfortunately it is just a qualitative contribution, butin future could reinforce a stronger approach on this topic, possibly using a scientifically more robust approach

Author Response

Comments 1: The absence of student voices is a limitation, but the depth of adult perspectives reveals key structural barriers and opportunities for change.

Response 1: Thank you for your comments, which undoubtedly contribute to the improvement of the article and to the opening of future lines of research, including one that includes the voice of children on the subject through the application of a participatory research methodology. We are keeping this aspect in mind for future work. 

 

Comments 2: Unfortunately it is just a qualitative contribution, butin future could reinforce a stronger approach on this topic, possibly using a scientifically more robust approach

Response 2: As for quantitative research, how you say, it is also necessary and enriching when it comes to contributing to the generalisation of the situation and for reinforcing a strong approach on this topic, although we consider that qualitative research allows us to delve more deeply into the phenomenon in question.  Both methodologies are of course valuable and a combination of both would be the most appropriated methodology for future work. 

Thank you very much for taking the time to review this manuscript, we look forward to any changes that may be necessary