The interdisciplinary topic of sexuality, consent and relationships was implemented in Swedish school curriculums in 2022 and has been described as a significant part of schools’ work with fundamental values of equality. This matter is deemed critical for enhancing students’understanding of others, their own sexuality, and to make appropriate choices for themselves, which can lead to increased respect in relationships while decreasing discrimination in society. Research has shown that textbooks are an essential part of students’ learning process. However, regarding sexuality, consent, and relationships, textbooks lack adequate representation and, thus, perpetuate normative ideas. The goal of this essay was to study how social studies textbooks include this topic and appropriately reflect the schools’ fundamental values and tasks. The aim was to investigate similarities and differences between the chosen textbooks by analyzing their content from a queer theoretical approach, more specifically the theory of performativity. To achieve this, three social studies textbooks for the grades 7-9 were examined using a qualitative content analysis. The content was coded and summarized into five thematic sections, where the results indicated that some of the values were sufficiently represented, whereas other aspects were not. As such, the books’ content did not fully align with or represent schools’ fundamental values or tasks, resulting in an inadequate learning environment for students. The theory of performativity can aid in explaining how the perpetuation of limiting norms is reproduced through textbooks that inadequately reflect the values expressed in the 2022 updated curriculum. In conclusion, there is a need for teachers to be observant and critical concerning the content of textbooks and, if necessary, use complementary material to create an inclusive environment to ensure the education aligns with the schools’ tasks and values of equality.