Assessing the Perception of Parents and Early Adolescent Children on the Inclusion of Individuals in the Lesbian, Gay, Bisexual, Transgender, and Queer into the Classroom in Lagos State

Abstract

This descriptive survey study examines the perceptions of parents and early adolescent children on the inclusion of individuals in the Early Adolescent Children on the Inclusion of Individuals in the Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) into the classroom in educational district II and IV of Lagos state. Five research questions and hypotheses were raised. The researcher designed questionnaire was used to gather data for the study while the sample for the study was 150 parents and 250 Adolescent. Data analysis involved both descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Chi-square tests) to test the hypotheses at a 0.05 significance level. Findings revealed that parents expressed mixed but cautiously positive attitudes: while many supported equal accesses to education and tolerance programs, about 50% raised concerns regarding the perceived moral and behavioral influence of LGBTQ peers. Adolescents, on the other hand, showed generally supportive attitudes toward equality and inclusion, though nearly half reported discomfort with having LGBTQ classmates or close friends. The results further highlighted that parental perceptions were strongly shaped by religious and cultural beliefs, whereas adolescent attitudes were more influenced by peer relationships and social experiences. A significant generational gap was identified, with adolescents showing greater openness than parents. The study concludes that LGBTQ inclusion in Lagos State schools is possible but remains challenging due to cultural resistance and moral concerns. It recommends peer-led education, teacher training, and community dialogue initiatives as strategies to promote safe, respectful, and equitable learning environments for all students.