According to research, abuse and harassment of lesbian, gay, bisexual, transgender/transsexual, two-spirit, queer/questioning, intersex, and asexual (LGBTQIA+) youth in US-based schools continues to rise despite the media's attention. Although often grouped under one community, the LGBTQIA+ community is vastly diverse. As a result of laws that persecute individuals based on sexual orientation and gender identity, LGBTQIA+ displaced migrant youth are among the world's most vulnerable populations. Post-migration stressors such as marginalization, isolation, oppression, and microaggressions by staff and students against LGBTQIA+ displaced migrant youth in schools, will be discussed. This article proposes queer theory and intersectionality theory as frameworks to inform the implementation of anti-oppressive, school-based practices in support of LGBTQIA+ displaced migrant students under the age of 21. A case composite example illustrating the experiences of a displaced migrant student identifying as a gay male is included. The role of school administrators, policy landscape, professional development, and reform to education curricula will be addressed as factors that may have significant influence in the development of anti-oppressive and safe schools.