In this article, we analyze educators' self-reported reasons for not addressing 2SLGBTQ+ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in 2SLGBTQ+-supportive practices. Using hierarchical OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising 2SLGBTQ+-inclusive education, we found that the most common reasons for inaction reported by educators were a lack of training/resources and general fear of opposition from various sources; however, educators who had confidence in the level of support for 2SLGBTQ+-inclusive education at the school level were less likely to give these as reasons for inaction.