Abstract The UK Department for Education stipulates that lesbian, gay, bisexual, trans, and queer+ (LGBTQ+) topics should be integrated throughout the secondary curriculum; however, for various reasons, it can be hard to follow these stipulations in the Classical studies classroom (broadly conceived). This article outlines the context for LGBTQ+ education in the UK, establishing the need for some kind of intervention. It focuses specifically on how sector-wide difficulties in this area manifest acutely in the Classical studies classroom because of several, discipline-specific challenges. It then demonstrates how the materials produced by ‘Queering the Past(s)’, a recently formed collective of academics and teachers, can be used to several pedagogical ends. The Queering the Past(s) resources are shown to fulfil government mandates about LGBTQ+ education whilst also providing important correctives to previous teaching materials. Most crucially, the article outlines how resources from Queering the Past(s) may be used to develop secondary students’ knowledge about LGBTQ+ topics and core KS4 and KS5 skills such as critical thinking and source analysis. This is demonstrated by means of a case study of Elagabalus, emperor of Rome from 218 to 222 CE, and the focus of one of the resources from Queering the Past(s).
J. L. Watson (2025) studied this question.