A Scoping Review Exploring LGBTQIA+ Student Perspectives on the Inclusivity and Effectiveness of School-Based Sexuality Education in Australia

School-based sexuality education plays a key role in shaping adolescent identity development and sexual health literacy. However, inconsistent implementation and limited attention to diversity in Australian curricula have led to non-inclusive experiences for LGBTQIA+ students. This scoping review synthesizes Australian evidence on LGBTQIA+ students’ perspectives of the inclusivity and effectiveness of school-based sexuality education. Peer-reviewed articles, dissertations, and gray literature were identified through database and gray literature searches, with no temporal restrictions applied to the period under review. Included studies were published in English, conducted in Australia, and focused on LGBTQIA+ individuals’ experiences of school-based sexuality education. Data were synthesized thematically across study designs. Twenty publications reporting on 16 unique datasets (n = 19,362 LGBTQIA+ participants) were identified, using quantitative (k = 1), qualitative (k = 5), and mixed-methods (k = 10) approaches. Studies consistently reported limited inclusive content and ineffectiveness for LGBTQIA+ students. Five themes emerged: curriculum content, perceived relevance, delivery context, student responses, and educational and psychosocial outcomes. Findings reveal systemic barriers to inclusive sexuality education and a need for more standardized, student-informed approaches. Limitations include methodological heterogeneity and inconsistent terminology, underscoring the need for more robust, standardized research. To improve outcomes for LGBTQIA+ students, sexuality education must be comprehensive, consistently implemented, and explicitly inclusive.