This thesis explores how teachers negotiate heteronormative discourse to embed LGBT+ inclusive education. It examines motivations for prioritising this work, how structural constraints are negotiated and makes recommendations for educators wanting to embed this work. It argues that more needs to be done in schools to embed LGBT+ inclusive education to reflect wider changes in UK society and to benefit LGBT+ youth who continue to be a vulnerable sub-section of society. This thesis addresses a gap in the literature by exploring the experiences of teachers driven to disrupt heteronormativity in schools over long periods of time. This thesis addresses a need to understand how teachers develop support networks to embed inclusivity work and create post-heteronormative spaces in educational settings. To achieve this aim, I use Bourdieu’s conceptual tools of habitus, capital and field to offer new insights into how heteronormativity can be disrupted in schools. A narrative inquiry methodological framework is employed with 12 UK participants interviewed. The principle findings from the research are that the participants are powerful agents in disrupting heteronormativity in schools and through critical self-reflection, engagement with wider networks they successfully build support, knowledge and strength to create LGBT+ inclusive educational cultures. Participants anticipate challenges by developing staff confidence in the wider language of gender and sexuality and develop training to challenge misconceptions around educating for LGBT+ visibility. These findings are important as they provide valuable insights into how teachers can exert their agency in disrupting heteronormativity through autobiographical self-reflection and through deploying social and cultural capital as a source of support when challenges arise. Ultimately, participants found this work challenging but empowering helping them to align their social justice oriented values with their teaching practice.