Abstract

This article explores Chilean teachers’ representations regarding gender, sexuality, and sexual diversity, analyzing the persistence of traditional sex education models and the presence of Comprehensive Sexuality Education (CSE) principles. Addressing a research gap in Latin America—where few studies explore teachers’ perspectives—this qualitative study analyses interviews with 16 teachers from diverse contexts. Structural discourse analysis revealed coexisting representations: biological, CSE-aligned, and transitional. Despite some openness, beliefs obstructing CSE remain prevalent. The study calls for curricular reform from early education onwards to counter prejudices in both official and hidden curricula. Findings inform future educational policy and research. © 2025 Taylor & Francis Group, LLC.