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Sexuality education, SE, is a complex school subject under constant change. Teachers in Sweden find it difficult to keep up with societal trends that affect the subject and to handle emotionally charged discussions. Therefore, teachers need tools for teaching this subject, regarding both the content itself and the teaching methods. In my doctoral project, I have analysed Swedish biology textbooks in grades 7-9 and conducted classroom observations during SE lessons in grade 8. Content analysis through feminist, crip, and queer perspectives shows that trans, homosexuality, bisexuality, and heterosexuality are standard content in Swedish SE content. Representations of disabilities are sparse, while intersex and asexuality are hardly mentioned. Also, analysis through critical race theory shows that textbook references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a ‘happy’ place ‘here’, in contrast to less happy places elsewhere, far away ‘there’. In all education, there is also risk in the form of the unexpected. Short interruptions of unexpected student comments during classroom observations of SE are analysed through the theoretical concepts of becomings, intensity, and glow. According to the results, student engagement is aroused when teachers capture unexpected comments, allowing new concepts to enrich the SE content. In sum, Swedish SE needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and crip.