Introduction: The logical operator of disjunction has two possibilities, inclusive and exclusive, although the latter is more deeply rooted in our thinking. The present study seeks to analyze whether teaching both types of logical disjunction encourages more inclusive attitudes toward hypothetical social situations that appear as disjunctions. Method: The study was carried out with boys and girls between the ages of 10 and 13 years. A comparison was made between a condition where pupils received instruction in inclusive and exclusive logical disjunction, and a control group where no instruction was received. We applied a multiple-choice questionnaire that presents social and academic situations related to five aspects of diversity: sexual orientation; education in ethical/religious values; religious flexibility; gender identity and migration. Results: The results indicate that, except in sexual orientation, participants who received instruction in logical disjunction were more likely to choose the inclusive responses that incorporate both disjunction alternatives, in answering the questionnaire. Discussion and conclusions: The results show the pedagogical utility of teaching the inclusive disjunction to promote more inclusive attitudes in students. [Note: The page range (393-416) shown on the PDF is incorrect. The correct page range for this article should be p392-416. The previous article ends on page 392.]