This paper challenges the idea that schools can sufficiently address LGBT+ inequalities and makes a case for schools to forge alliances with non-governmental actors who provide advocacy and support. It draws on in-depth interviews with educational staff and NGO queer and trans activists to explore their agendas in responding to cisheteronormativity in schools. The paper argues that teachers and NGO interactions are underpinned by an ambivalent logic whereby the advocacy and support work by NGOs in schools is viewed as “matter out of place” on the one hand and as work that ultimately matters on the other. •Challenges the idea that schools can sufficiently address LGBTIQ+ inequalities.•Makes a case for schools to forge alliances with NGO actors who provide advocacy and support.•Reveals the tensions that NGOs experience in their interactions with schools.•Most teachers uncertain about teaching an LGBTIQ+ inclusive curriculum.•Argues for schools, where possible, to encourage NGOs to take on gender and sexuality diversity issues more assertively.