This study is designed to investigate the perceptions of classroom and school leaders regarding institutional culture and school safety for sexually diverse and non-binary students. The influence teacher and administrator perspectives of the academic environment have on school culture with respect to queerphobic bullying and the subsequent consequences of such on sexual marginalized adolescents will be exposed. Viewpoints of educators coupled with historical data will assist in providing an overview of the institutional culture and climate of the secondary schools in question for queer adolescents. The information gathered in this analysis is provides school and district leadership necessary data to inform future decision making and policy production. Bioecological systems theory offers a framework to comprehend the formation of queerphobic attitudes by acknowledging human behavior as a product of personal beliefs, acquired through the interactions between a person and their environments over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]