Non-heterosexual, trans, and intersex bodies, identities, and orientations have traditionally been excluded from the realm of formal education, as if life and school were two dissociated realities. With the arrival of affective-sexual education, an opportunity arose for these to become part of everyday school life, but content linked to the risks of sexually transmitted infections and unwanted pregnancies, along with their prevention, has dominated the treatment of sexuality in our schools. This content, in addition to displacing the LGBTQI community to the point of erasure in this educational field, conceals discriminatory messages that reproduce and legitimize the various forms of violence suffered by people who do not conform to the normative parameters of sexuality (binarism, ciscentrism, heterocentrism, monosexuality, LGBTQI-phobia, etc.). Thus, while non-hegemonic forms of sexuality are becoming increasingly visible among younger generations, in the field of school education, there are multiple difficulties in addressing this diversity in a profound and comprehensive manner. In this sense, this book explores this relationship between affective-sexual education and the LGBTQI+ community—more characterized by its differences than by its connections—tracing a journey through different dimensions of sociocultural reality, from a focus on what the author calls the normative system of sexuality to the school framework and affective-sexual education. The book then presents the results of a study and concludes with some proposals that allow us to guide teaching practice toward achieving diverse and egalitarian affective-sexual education.