This study critically examines Swedish educational materials for grades 4–6, focusing on how norms surrounding sexuality, gender, consent, and relationships are represented. Using critical discourse analysis (CDA) and social semiotics, we analyze texts and images to reveal dominant discourses and the potential reinforcement or disruption of stereotypical ideas. Drawing on theoretical perspectives from Michel Foucault, Judith Butler, and Simone de Beauvoir, the study explores how power and norms shape the construction of gender and sexuality in educational contexts. The findings highlight that educational materials often reproduce heteronormative and binary perspectives, marginalizing diverse identities and experiences. However, opportunities for norm-critical and inclusive approaches are identified, which could challenge traditional narratives and promote equality. The study's implications underscore the necessity of scrutinizing educational content to ensure alignment with democratic values and inclusivity as outlined in the Swedish curriculum (Lgr22). By offering a critical lens on existing teaching materials, this study contributes to the ongoing discussion on how education can serve as a tool for social transformation and the promotion of diverse and equitable representations of gender and sexuality.