Social inequalities in society are being filtered down into education, limiting the possibility for inclusion, equity, and celebration of diversity for all students (Bolstad, Gilbert, McDowall, 2012). One area of inclusion that limits students getting an equitable opportunity in education is that of those who perform gender and sexuality against the heteronormative society. My literature review looks at why teachers need to be aware of the social constructs of gender and childhood sexuality. Both of these elements are socially constructed, and have implications for many students’ self-identity. By understanding and implementing approaches of queer theories and other teacher practice strategies, learning environments will become more inclusive, equitable and diverse for all.