A rigid educational landscape threatens to distance itself from the lived reality of learners, and this is not new. Fear-free and equal opportunities for learning must be the focus of current educational debates, and this is a broad consensus. However, the effort to promote learners in the development of individuality, self-confidence, and personal responsibility by implementing and addressing diverse sexual and gender identities in school education still encounters misunderstanding and resistance. A look into school laws, curricula, and learning materials makes it clear: lesbian, gay, bisexual, transgender, intersex, and queer lifestyles (short: LGBTIQ) are by no means adequately mentioned in schools, and teachers are not sufficiently sensitized. Nevertheless, to avoid the tabooing of the real diversity that is lived, Marcu investigates.