Although the general attitude towards sexual minorities in Croatian society is changing in a positive direction, the invisibility, stigmatization and discrimination of LGBT+ individuals are still present, and they are also present in educational environments. Children and young people who are discovering their non-heterosexual identity in a heteronormative society may encounter difficulties in accepting their own identity. In addition, they encounter different reactions in their environment, which can affect the quality of their identity development. In order to sensitize society to the needs of LGBT+ children and young people, it is necessary to deepen the understanding of their specific identity development and the problems they are facing. That can also be achieved by researching the individual experiences of young lesbian, gay, bisexual and transsexual people, and this paper will be use an autoethnographical research method based on the diary entries of one person who is part of LGBT+ community in order to present these unique experiences with an emphasis on their connection with school and family. LGBT+ children and young people experience a sexual identity crisis and they can develop psychological problems such as internalized homophobia. When they start to come-out to friends and parents, it can be a demanding process if the coming-out is happening in an intolerant environment and they can develop depression and other psychological problems. For all these reasons, LGBT+ children and young people are a vulnerable group and support needs to be provided for them and also it needs to be ensured that they feel accepted within the family and school environment. Pedagogues can and should play a role in achieving this.