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Despite recent changes in legislation, the needs of LGBTQ students, families, and teachers remain marginalized in the curriculum, the physical spaces of schools, and the minds of many well-meaning educators. Contributors in this volume problematize the heteronormativity inherent in the culture of schools, pointing out inequalities, exposing assumptions, and providing concrete examples of transformation. Drawing from personal history, classroom experience, and empirical research data, this volume brings together a diversity of perspectives in a unified statement to the field of education: educators must be at the forefront of creating safe and nurturing environments for our LGBTQ students.