The purpose of this research is to investigate student, teacher, and caregiver perceptions and experiences of gender expression and expectations and LGBTQIA+ identities through an intersectional lens in an elementary school that implements a liberatory sex and body-positive curriculum, with the aim of exploring environmental and cultural change in the school setting. While evidence suggests that early exposure to stigma and bullying contribute to negative mental health outcomes, there is a lack of data about the impact and possible protective factors of early implementation of sex and body-positive education for young people, particularly queer and trans youth.  Using an arts-based ethnographic approach this study will investigate shifting politics and cultural understandings of gender and sexuality in an elementary school community. This study will benefit families - children and their adult caregivers - by documenting the impact of a liberatory sexuality curriculum on students’ and adults’ perceptions of LGBTQIA+ people and associated social changes, and by providing evidence that supports expanded access to positive sexuality education.