The article interprets how a group of homo- and bisexual (LGB) teachers articulate their situation in school.

The findings suggest that the LGB teachers apply two different discursive approaches, described as the vigilant approach and the resource approach.

The LGB teachers’ discursive approaches are directed towards the colleagues rather than the students—suggesting the crucial impact of colleagues.

It is concluded that an explicitly articulated collegial support is a key to facilitate for LGB teachers.