A recent debate in Denmark has centered on the role of primary and lower secondary schools (“folkeskole”) in addressing homophobia. The discussion arises from a survey indicating that a significant portion of Danes find homosexuality morally unacceptable, prompting concerns about societal values and the well-being of young people.

The core of the debate revolves around whether schools should actively promote acceptance of homosexuality or remain neutral, respecting diverse viewpoints. Proponents of inclusive education argue that schools have a fundamental responsibility to teach respect, equality, and rights to all students, regardless of their sexual orientation. They believe that accepting homophobia as simply “another viewpoint” is incompatible with this responsibility.

Critics, however, caution against schools becoming platforms for ideological indoctrination. They warn against imposing a singular “right” view on students and compare such efforts to controversial gender equality projects. These critics argue for pluralism and the freedom of thought, suggesting that schools should not attempt to change students’ personal beliefs about homosexuality.

Those advocating for inclusive education emphasize that their goal is not to criminalize disapproving attitudes towards homosexuals but to actively prevent their spread. They highlight the importance of schools in conveying values that enable people with different worldviews to coexist peacefully and respectfully. They argue that teaching respect for sexual diversity is not ideological alignment but a democratic responsibility.

The debate also touches upon the balance between pluralism and fundamental democratic values. While a free and democratic society should accommodate a diverse range of worldviews, not all attitudes are compatible with the principles of equality and respect for all citizens. Attitudes that deem homosexuality morally unacceptable undermine the idea of equality upon which the democratic community rests.