Survey Results on 'Outreach Classes on Gender Diversity' in Hyogo Prefecture Schools Released: Over 90% of Students Find Learning About Gender Diversity 'Important'
The NPO LGBTQ Youth Support Pride Project has released survey results from outreach classes on gender diversity conducted in public elementary and junior high schools in Hyogo Prefecture. Over 90% of students responded that learning about gender diversity is 'important.' The results highlight the importance of age-appropriate education, with elementary students focusing on 'being oneself' and junior high students focusing on 'how to respond to consultations and protecting personal information.'
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- 📰 Published: June 1, 2026 at 19:51
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The NPO LGBTQ Youth Support Pride Project (Hyogo Prefecture, Representative: Masa Honda) has released the results of a survey conducted during the 2025 fiscal year on outreach classes regarding gender diversity, including LGBTQ topics, in public elementary and junior high schools in Hyogo Prefecture. This serves as reference material for schools considering implementing such classes.
In schools, how to teach gender diversity as part of human rights and diversity education is a challenge. This survey organizes the awareness and reception of students who actually attended the classes.
Before the class, 9.9% of elementary students and 17.3% of junior high students knew the meaning of LGBTQ.
When asked if they knew the word and meaning of LGBTQ before the class, 9.9% of upper-grade elementary students said they knew the meaning. Among first-year junior high students, 17.3% said they had heard the word and knew its meaning.
Note that the phrasing of questions and options was adjusted for schools and grades, and this document compares responses that fall under 'knew the meaning.'
Additionally, when asked if they had talked to friends or family about LGBTQ and the 'four types of gender,' 15.8% of upper-grade elementary students and 16.0% of first-year junior high students said they had. Especially in elementary school, a certain number of students are exposed to these topics as words before fully understanding the meaning.
After the class, when asked if they thought it was important to learn about LGBTQ and the 'four types of gender,' 98.4% of upper-grade elementary students and 95.7% of first-year junior high students responded positively.
Reception: Elementary students focus on 'being oneself,' junior high students on 'responding to consultations.'
Elementary students: Awareness of 'being oneself' and 'not judging by appearance.'
In classes for upper-grade elementary students, the 'four types of gender' (body, attraction, heart, and expression) were taught. The content encouraged students to think about the importance of 'being oneself' and not judging others by appearance or gender, confirming that everyone deserves respect.
In free-text responses, students expressed not only knowledge gained but also thoughts on self-identity and understanding others.
● 'I thought it is most important to be myself, not to be manly or womanly. I felt again that it is okay to think of myself as a man, a woman, or neither.'
● 'Listening to today's talk, I realized that gender is not something to be decided by others, and accepting whoever someone feels they are leads to their peace of mind.'
● 'I felt relieved to know I don't have to talk about it if I don't want to.'
Junior high students: Focus on 'responding to consultations' and 'understanding as personal information.'
In junior high schools, in addition to basic knowledge, students learned that gender identity is important information related to personal dignity and human rights. They also learned about social systems like partnership systems, the impact of 'outing' (disclosing someone's gender identity without consent), and difficulties that can arise in life due to social systems.
In free-text responses, students showed thoughts leading to concrete actions, such as how to respond when consulted by someone close and not disclosing information without permission.
● 'I want to cherish what I learned about LGBTQ. If someone consults me, I will thank them for telling me and absolutely keep it private without permission.'
● 'I was surprised to learn that gender is personal information. I hope the world becomes more understanding.'
● 'Seeing the lecturer living as themselves made me feel lighter.'
In fiscal 2025, 50 elementary and 10 junior high school classes were conducted.
The Pride Project conducted 50 classes in elementary schools, 10 in junior high schools, 2 in high schools/universities, and 16 lectures for staff and the public in fiscal 2025. The content is tailored to the developmental stage of the students.
*This survey is limited to the schools where the Pride Project conducted classes and does not represent the entire prefecture or age group.
Survey Overview
Organizer: NPO LGBTQ Youth Support Pride Project
Subjects: 373 upper-grade elementary students and 162 first-year junior high students in Hyogo Prefecture.
Period: Dec 8-30, 2025 (Elementary), Dec 10-12, 2025 (Junior High).
Method: Google Forms before and after classes.
About the NPO LGBTQ Youth Support Pride Project
Office: 3F Shukugawa Green Town, 7-30 Hagoromo-cho, Nishinomiya, Hyogo.
Representative: Masa Honda.
Activities: LGBTQ youth support, consultation, community operation, lectures, and seminars in the Hyogo/Osaka area.
Established: Jan 2020 as a non-profit group, incorporated as an NPO on April 1, 2026.
Website: www.pride-jp.com
In schools, how to teach gender diversity as part of human rights and diversity education is a challenge. This survey organizes the awareness and reception of students who actually attended the classes.
Before the class, 9.9% of elementary students and 17.3% of junior high students knew the meaning of LGBTQ.
When asked if they knew the word and meaning of LGBTQ before the class, 9.9% of upper-grade elementary students said they knew the meaning. Among first-year junior high students, 17.3% said they had heard the word and knew its meaning.
Note that the phrasing of questions and options was adjusted for schools and grades, and this document compares responses that fall under 'knew the meaning.'
Additionally, when asked if they had talked to friends or family about LGBTQ and the 'four types of gender,' 15.8% of upper-grade elementary students and 16.0% of first-year junior high students said they had. Especially in elementary school, a certain number of students are exposed to these topics as words before fully understanding the meaning.
After the class, when asked if they thought it was important to learn about LGBTQ and the 'four types of gender,' 98.4% of upper-grade elementary students and 95.7% of first-year junior high students responded positively.
Reception: Elementary students focus on 'being oneself,' junior high students on 'responding to consultations.'
Elementary students: Awareness of 'being oneself' and 'not judging by appearance.'
In classes for upper-grade elementary students, the 'four types of gender' (body, attraction, heart, and expression) were taught. The content encouraged students to think about the importance of 'being oneself' and not judging others by appearance or gender, confirming that everyone deserves respect.
In free-text responses, students expressed not only knowledge gained but also thoughts on self-identity and understanding others.
● 'I thought it is most important to be myself, not to be manly or womanly. I felt again that it is okay to think of myself as a man, a woman, or neither.'
● 'Listening to today's talk, I realized that gender is not something to be decided by others, and accepting whoever someone feels they are leads to their peace of mind.'
● 'I felt relieved to know I don't have to talk about it if I don't want to.'
Junior high students: Focus on 'responding to consultations' and 'understanding as personal information.'
In junior high schools, in addition to basic knowledge, students learned that gender identity is important information related to personal dignity and human rights. They also learned about social systems like partnership systems, the impact of 'outing' (disclosing someone's gender identity without consent), and difficulties that can arise in life due to social systems.
In free-text responses, students showed thoughts leading to concrete actions, such as how to respond when consulted by someone close and not disclosing information without permission.
● 'I want to cherish what I learned about LGBTQ. If someone consults me, I will thank them for telling me and absolutely keep it private without permission.'
● 'I was surprised to learn that gender is personal information. I hope the world becomes more understanding.'
● 'Seeing the lecturer living as themselves made me feel lighter.'
In fiscal 2025, 50 elementary and 10 junior high school classes were conducted.
The Pride Project conducted 50 classes in elementary schools, 10 in junior high schools, 2 in high schools/universities, and 16 lectures for staff and the public in fiscal 2025. The content is tailored to the developmental stage of the students.
*This survey is limited to the schools where the Pride Project conducted classes and does not represent the entire prefecture or age group.
Survey Overview
Organizer: NPO LGBTQ Youth Support Pride Project
Subjects: 373 upper-grade elementary students and 162 first-year junior high students in Hyogo Prefecture.
Period: Dec 8-30, 2025 (Elementary), Dec 10-12, 2025 (Junior High).
Method: Google Forms before and after classes.
About the NPO LGBTQ Youth Support Pride Project
Office: 3F Shukugawa Green Town, 7-30 Hagoromo-cho, Nishinomiya, Hyogo.
Representative: Masa Honda.
Activities: LGBTQ youth support, consultation, community operation, lectures, and seminars in the Hyogo/Osaka area.
Established: Jan 2020 as a non-profit group, incorporated as an NPO on April 1, 2026.
Website: www.pride-jp.com
FAQ
Is this initiative in Hyogo Prefecture?
Yes, it is a survey result from outreach classes conducted in public elementary and junior high schools in Hyogo Prefecture.