Chapter 4 presents data from interviews conducted with LGBT+-identified young people who are either currently attending school, or who have left school recently, in the UK. LGBT+ young people were focused on because their voices are still largely under-represented in educational research. I was primarily interested in the experiences of young people who identified themselves as belonging to a gender and/or sexual minority group, given the recent policy changes outlined in Chapters 1 and 2. In the interviews, the young people reflect on their experiences of, and attitudes towards, school in relation to their LGBT+ sexual identities. I firstly use the sociolinguistic framework of tactics of intersubjectivity to investigate how speakers use language to construct identities for themselves and others in relation to school contexts. The analytical framework of appraisal is then incorporated into the analysis of the young people’s interview data in order to more fully investigate their feelings and experiences of sexual diversity issues in their schools. The rationale for combining the particular frameworks of tactics of intersubjectivity and appraisal is that both can be used to reveal the linguistic strategies people use for engaging in processes of identification and intersubjective positioning/stance-taking.