Many people ask me what impact public promotion of LGBTQ+ with elements of BDSM, which are otherwise categorized as 18+, can have on minors, and how to prevent it. The question is valid because it concerns children, their development, and their psychological stability.
It is right for children to know that there are different forms of human identity and relationships. This can help them understand that respect and equality are fundamental values of society. But the way these topics are presented is crucial. If education turns into chaos with dozens or hundreds of new "categories" or identities, which are difficult even for adults, children will simply get lost in it. Instead of support, uncertainty and confusion arise. And that can have harmful psychological effects.

Education must always be age-appropriate, not ideology forced violently. Elementary school children do not need to hear about approximately 72 sexual identities. They need to know that it is okay to be different, that there are people who are not the same, and that they also deserve respect. Detailed discussions about sexuality and identity belong in seminars for older pupils and students, who already have enough cognitive and emotional capacity to process the information.

But when LGBTQ+ visibility is combined with BDSM elements, another level of the problem arises. BDSM is by its very nature meant for adults, not only because it has an erotic context, but mainly because it requires the ability of informed consent, knowledge of boundaries, and responsibility. If handcuffs, whips, or fetish costumes appear in public spaces where children are present, trivialization and distortion become a risk. A child cannot distinguish between symbol and practice, and may take away a completely false impression.

The digital dimension further amplifies this problem. Social media algorithms work in such a way that a child who once clicks on a picture with a rainbow flag and latex will soon be recommended harder and more explicit content. In just a few steps, the minor may reach materials that are psychologically burdensome or directly harmful.

So how to prevent harm? First, we must differentiate. LGBTQ+ topics have their rightful place in schools and in public space, but without elements that belong strictly to 18+. Rainbows yes, whips and masks no. Second, children need adult guides, parents and teachers who can clearly explain what they are seeing. And third, social media platforms must implement genuinely functional filters and age controls, not just formal ones.

We must not forget the responsibility of the community itself. BDSM is based on the principles of safety, trust, and consent. Part of that responsibility is the ability to say: "We will not show this in front of children." This is not censorship, but a sign of maturity.

In conclusion: LGBTQ+ and BDSM have much in common, both minorities lived in the shadows for a long time. But their presentation toward children must be carefully separated. It is not about prohibition or taboo, but about age appropriateness. That is the boundary that protects children from confusion and from ideological pressure.

(Author's note – Agenda 2030 and education)
The UN's Agenda 2030 speaks about inclusive education and about children being guided toward respect, equality, and human rights. The document emphasizes that teaching should be age-appropriate and sensitive to the environment (UN, 2015; UNESCO, 2016). In practice, however, this part is often interpreted as pressure to include an extensive agenda of identities and gender topics directly into elementary school curricula. And here tension arises: while the intention is to promote tolerance, the result may be the opposite, children are overwhelmed with dozens of terms they cannot process, leading to uncertainty and confusion. In other words: the official text of the Agenda speaks about respect and appropriateness, but implementation in national curricula may come across as imposed ideology that outpaces the developmental capacity of the child.

References:
UNITED NATIONS. Transforming our world: the 2030 Agenda for Sustainable Development. New York: United Nations, 2015.
UNESCO. Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Paris: UNESCO, 2016.