hidden curriculum, the radical critical view of schooling provides the most insight. Additionally, it acknowledges the perpetuated economic and social aspects of education that are illustrated by the hidden curriculum. Aspects of learning Various aspects of learning contribute to the success of the hidden curriculum, including practices, procedures, rules, relationships, and structures. These school-specific aspects of learning may include, but are not limited to, the social structures of the classroom, the teacher's exercise of authority, the teacher's use of language, rules governing the relationship between teachers and students, standard learning activities, textbooks, audio-visual aids, furnishings, architecture, disciplinary measures, timetables, tracking systems, and curricular priorities. Variations among these sources can create the disparities found when comparing the hidden curricula in various class and social statuses. "Every school is both an expression of a political situation and a teacher of politics." While the actual material that students absorb through the hidden curriculum is of utmost importance, the personnel who convey it elicit special investigation. This particularly applies to the social and moral lessons conveyed by the hidden curriculum, for the moral characteristics and ideologies of teachers and other authority figures are translated into their lessons, albeit not necessarily on purpose. These unintended learning experiences can also result from interactions between peers. Similar to interactions with authority figures, interactions amongst peers can promote moral and social ideals as well as fostering the exchange of information. Thus, these interactions are important sources of knowledge that contribute to the success of the hidden curriculum. Heteronormativity According to Merfat Ayesh Alsubaie, the hidden curriculum of heteronormativity is the erasure of LGBT identities in the curriculum through the privileging of heterosexual identities. In a quote from Gust Yep, heteronormativity is the "presumption and assumption that all human experience is unquestionably and automatically heterosexual". Laws such as "No Promo Homo" that prohibit the mention or teaching of LGBT identities are considered to reinforce the hidden curriculum of heteronormativity. According to Mary Preston, in addition to No Promo Homo laws, the lack of sexual education in schools removes LGBT identities from the explicit curriculum and contributes to the hidden curriculum of heteronormativity. Currently, over half of the states in the United States are not legally mandated to have any sexual education. Depending on the cultural norm of the school, when students fall outside the heterosexual norm, other students and teachers have been shown to police them back in line