Abstract
Schools can serve as sites for LGBTQ+ support (e.g., LGBTQ+ inclusive pedagogy and curricula) and as sites for LGBTQ+ stigmatization (e.g., "don't say gay" laws). The reality of LGBTQ+ precarity, especially among LGBTQ+ youth who face additional barriers-including students of color, youth who are disabled, and/or live in rural or conservative school districts-necessitates what the authors conceptualize as a critically inclusive vision of leadership. Building on our critical inclusion framework and informed by literature related to culturally responsive leadership, queer leadership, and LGBTQ+ belonging, we aim to illustrate how a sense of precarity among LGBTQ+ students can be transformed into a sense of belonging through the adoption of five critically inclusive leadership dispositions: the introspector, the humanizer, the critic, the advocate, and the historian. By embodying these dispositions, we argue that educators can effectively support LGBTQ+ students and actively create more justice-oriented, affirming environments. Additionally, we explore the practical implications of embracing these dispositions while acknowledging the associated challenges and limitations.