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How does heteronormativity become visible within the discourse of LGBTTIQ-support activists at the school? Using data from non-moderated group discussions among schoolchildren aged between 14 and 18, who were involved in LGBTTIQ support projects in different schools within the German Federal State of North Rhine-Westphalia, the article reconstructs how concepts of norms and normality, heteronormativity, difference and otherness are being articulated by the students. A sequential analysis of the group discussions is used to detect the meaning of norms and normality with respect to LGBTTIQ identities, to highlight the way in which LGBTTIQ-supporters are constantly being subjected to this discourse. Simul-taneously it detects a concealed conflict between the goal setting of LGBTTIQ support and heteronormative discourse. The paper underlines the mechanisms of problematizing LGBTTIQ-identities by students and framing them as non-normality, thus showing the power of heteronormative discourse, the very discourse young LGBTTIQ-supporters are trapped in and trying to cope with.