The objective of this study is to explore the inclusiveness of lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents in junior high school from the perspective of LGBTQ adolescents in Sweden. Semi-structured in-depth interviews were conducted with 10 GBTQ adolescents, aged 16 to 19. The study was approved by the Swedish Ethical Review Authority (Dnr: 2019-03816). A Braun and Clark inspired thematic analysis was performed through a theoretical lens inspired by Berger and Luckmann. The analysis resulted in three themes: (a) a navigator among peers as friends and bullies, (b) adults in school supported inclusion in and exclusion from the group of peers, and (c) non-heterosexuality and non-binary gender understanding as teaching projects in junior high school. In summary the LGBTQ adolescents face multiple challenges related to identity development in hetero- and cisnormative school environments, including adults and peers and their (re)actions. Inclusive and exclusive strategies exercised by the self, adults, and peers affect adolescents’ experiences of their school time. Initiatives to increase awareness and knowledge about the LGBTQ subject in school can lead to enhanced inclusion, but also to an enhanced sense of not belonging. Inclusive initiatives can contribute to enhanced inclusion or its opposite, motivating further research into LGBTQ adolescents’ experiences of junior high school from a relational perspective.

本研究的目的是从瑞典 LGBTQ 青少年的角度探讨初中男女同性恋、双性恋、跨性别和酷儿 (LGBTQ) 青少年的包容性。对 10 名年龄在 16 至 19 岁之间的 GBTQ 青少年进行了半结构化深度访谈。该研究获得了瑞典伦理审查局的批准（编号：2019-03816）。Braun 和 Clark 启发的主题分析是通过由 Berger 和 Luckmann 启发的理论视角进行的。分析产生了三个主题：(a) 作为朋友和欺凌者的同龄人中的导航者，(b) 学校的成年人支持融入和排斥同龄人群体，以及 (c) 非异性恋和非二元性别理解为初中教学项目。总之，LGBTQ 青少年在异质和顺从学校环境中面临与身份发展相关的多重挑战，包括成人和同龄人及其（反应）行动。自我、成人和同龄人所采用的包容性和排他性策略会影响青少年的上学经历。在学校提高对 LGBTQ 主题的认识和知识的举措可以增强包容性，但也会增强不归属感。包容性举措有助于增强包容性或反其道而行，从关系的角度激发对 LGBTQ 青少年初中经历的进一步研究。和同龄人影响青少年的上学经历。在学校提高对 LGBTQ 主题的认识和知识的举措可以增强包容性，但也会增强不归属感。包容性举措有助于增强包容性或反其道而行，从关系的角度激发对 LGBTQ 青少年初中经历的进一步研究。和同龄人影响青少年的上学经历。在学校提高对 LGBTQ 主题的认识和知识的举措可以增强包容性，但也会增强不归属感。包容性举措有助于增强包容性或反其道而行，从关系的角度激发对 LGBTQ 青少年初中经历的进一步研究。