This diploma thesis is an empirical ethnographic study of forms of support for LGBTQ+ students in all types of schools from primary school to university. The monitored topic is Institutional provision of the LGBTQ+ support network and the establishment of extra- curricular support groups for LGBTQ+ pupils. The aim of the work is to verify the provision of LGBTQ+ support and to specify the functioning of extracurricular support groups. The study then focuses focus on the potential problems students identify when seeking support in school and on the problems of articulation of identity at critical moments in school education. Using the qualitative Grounded Theory method revealed the conditions for providing support in both schools and LGBTQ+ support groups. Due to the COVID19 pandemic, data collection has moved into virtual space. Using online semi-structured interviews, LGBTQ+ students described the problems of accessibility of support in schools and problems surrounding the articulation of identity at critical moments in school education.and the problems surrounding the articulation of identity at critical moments in school education. Potential problems were also articulated by the founders of LGBTQ+ support groups. The results of Grounded Theory method revealed direct influence of the...

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