While research has been conducted on the importance of creating safe environments where LGBTQ+ students feel seen and respected (Hermann-Wilmarth & Ryan, 2019), little research has been completed on these spaces' impact on LGBTQ+-headed families. Understanding the impact belonging has on a sense of mattering (Strayhorn, 2019), it is essential to know whether LGBTQ+-headed families feel like they are a welcomed part of their child(ren)'s school communities. This study aimed to give voice to the experiences of LGBTQ+-headed families with children in several Massachusetts Public Schools concerning their relationships with their child(ren)'s schools. By giving voice to these families, this research helped to fill a clear gap in the literature around LGBTQ+-headed families' relationships with public schools within the United States. [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.]