Research reveals that students who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) often do not feel safe at school as a result of higher rates of bullying in comparison to their heterosexual peers (Kann et al., 2016; Kosciw, Greytak, Palmer, & Boesen, 2014; Russell, Clarke, & Lamb, 2009). Compared to general victimization, bullying related to perceived or actual sexual orientation or gender identity is associated with more severe negative outcomes regarding mental health, substance use, and truancy (Russell, Sinclair, Poteat, & Koenig, 2012). In terms of academic functioning, homophobic bullying is associated with lower academic achievement (Aragon, Poteat, Espelage, & Koenig, 2014; Birkett et al., 2009; Poteat & Espelage, 2007), truancy (Aragon et al., 2014; Birkett et al., 2009; Kann et al., 2016), being less likely to pursue postsecondary education (Aragon et al., 2014; Kann et al., 2016), lower levels of school connectedness (Poteat & Espelage, 2007), and elevated school discipline problems (Aragon et al., 2014). Research shows that teachers perceive schools to be more supportive of LGBTQ youth than do students or parents. School psychologists can train teachers to use methods that may increase the likelihood that LGBT students will report bullying. They can also help teachers understand that although some studies suggest that adult interventions in bullying situations are not likely to stop a student's victimization, the concern demonstrated by teachers does appear to help student victims psychologically (Englander, 2013). Day, Snapp, and Russell (2016) found that supportive, but not punitive, practices are associated with less homophobic bullying and greater school connectedness. Research findings highlight the need for reducing bullying of LGBTQ student victims, increasing support, enhancing the training of teachers, and implementing and increasing the specificity of antibullying policies.