| Summary: | Despite efforts to address all forms of diversity among learners and promote inclusion in education, and much research done on inclusive education in Namibia, there remains a scarcity of empirical evidence of the inclusion of gender and sexual diversity in Namibian education. This study employed a Social Identity Perspective within a qualitative approach to explore the inclusion of gender and sexual diversity in the Namibian education context. Four education officers were selected through population sampling, and one hundred eighty-two teachers were purposively selected. The thematic analysis of data revealed minimal inclusion of gender and sexual diversity at the national and school levels. The Life Skills curriculum contains gender and sexual diversity content, and Life Skills teachers receive training on the subject content. However, the training program lacks content on gender and sexual diversity. Teachers do not teach sexuality, specifically sexual orientation content in Life Skills lessons, and heteronormative is the default norm. This study recommends including measures and guidelines on handling gender and sexual diversity in national educational frameworks. Further, there should be gender and sexual diversity content in the teacher training programs and school rules. The MoEAC should monitor Life Skills subject teaching.
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