For more than a decade, the international and national literature has established that sexuality education does not adequately speak to the broad range of cultural and religious diversities present in classrooms. These persistent obfuscations speak to long-standing questions around normativity, Othering and 'inclusion'. In this paper, we turn to a recent project that asked young people from a broad range of cultural and religious backgrounds to reflect on their experience of sexuality education. Across a fascinating set of observations, the participants argued that sexuality education rests on 'too many assumptions', a range of assumptions that continue to mark them as Other in the classroom. More importantly, they identified a tricky problematic -- on the one hand, they want more diversity represented, along with opportunities to explore their views and perspectives. One the other hand, they felt unsure about how this could occur in a safe way, without making them feel 'on display', misunderstood, or judged. In the face of this tricky problem, we present a series of insights not only for Australian educators, but for countries across the globe who face similar problems resulting from the obfuscations of largely normative sexuality education frameworks.