Abstract
This study examines Czech elementary and secondary school teachers’ perceptions of classroom diversity, focusing on visible and concealable student differences, including those related to sexual orientation and gender identity (LGBT+). Based on survey data from 701 class teachers across diverse regions, we explore how urbanicity, measured by municipality size, is associated with educators’ recognition of and (un)certainty about various identities. Teachers in larger municipalities, particularly Prague, reported greater perceived diversity and lower uncertainty in recognizing LGBT+ students, partially supporting the cosmopolitan thesis, which associates exposure to difference with increased openness. However, we distinguish cosmopolitanism as a cultural disposition from urbanicity as a demographic indicator, emphasizing that they should not be conflated. Unexpectedly, institutional support for managing diversity in the classroom did not vary systematically with municipality size, suggesting that local leadership and training are more influential than demographic context. While urban teachers tended to view diversity more positively, those in smaller municipalities expressed greater uncertainty, especially regarding less recognizable identities, such as sexual orientation, gender diversity, and religion. These findings highlight the roles of concealability, stigma, and cultural norms in shaping recognition of diversity. We argue that inclusive education requires not only policy change but also cultural and institutional transformation.