This paper is intended to contribute to health by addressing the equality work and the acknowledgement of all students and by those means promote health. The idea is to equity by sketching a framework, facilitating the identification of the heterosexual norm and applying it on an empirical material. Science education has been pointed out as fact-based and built on reliable knowledge. However, sexual education offers aspects as love, sexuality and relations -aspects suggesting a tension between the biological and well established definition of sex and later non-dichotomized perspectives. Teachers need to take these different perspectives into account to promote equality – and health - for people that are not part of the prevalent norms for doing gender and sexuality. To study prevalent norms, a queer perspective has been used to build a framework and apply it on a data material that constituted of video observations in two classes with 14-year-old students during sexual education lessons. The results show that the framework is fruitful to illuminate equality issues regarding the hetero norm, by visualizing its re-construction and that further work needs to be done to improve the framework with respect to its internal structure. Nevertheless, it is concluded that the framework indicates attempts to challenge the norm.