In August 2021 the Governor of Illinois passed a mandate (SB 818) that expanded the requirements for comprehensive sex education in schools. One purpose of the bill was to help ensure that sex education is inclusive and affirming of the LGBTQIA+ community. There is an abundance of research that shows that LGBTQIA+ students feel excluded from sex education content and in the health domain in general, however, there is minimal research that measures all students' perceptions of the inclusivity of the curricula and the general class climate. There is a large scope of research and literature that documents LGBTQIA+ experiences in physical education as well as their experiences or perceptions sex education programs, but there is not a wide range of research on the same topics within health education classes themselves. The purpose of this quantitative study was to determine whether including mandated topics, specifically gender identity, sexuality, and sexual orientation into a sex education curriculum helps to provide a more inclusive space for LGBTQIA+ in the health classroom. A pre and posttest design was used to determine student perception of classroom climate before and after a comprehensive sex education unit. A local Likert scale survey was used to measure perceptions of classroom climate. The data resulted in statistically significant differences in three areas: all students perceived the curriculum to be more inclusive after the sex education unit; the aggregate student population perceived the classroom climate to be more positive overall; and heterosexual students felt more welcomed and included in the health classroom as compared to LGBTQIA+ students after the conclusion of the sex education unit. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]