Despite some progress in creating more inclusive schooling environments, LGBTQ+ individuals still grapple with the persistence of heteronormativity, as reinforced through curricula, policies, and pedagogical practices. This qualitative systematic review synthesises international empirical research on how LGBTQ+ educators experience and navigate heteronormativity in early years, primary and secondary educational settings, utilising minority stress theory as a theoretical framework. Using the Population, Phenomena of Interest, Context (PICo) Framework and PRISMA guidelines, forty studies from ten countries met the inclusion criteria. A thematic synthesis of the data was employed, revealing three main themes: (1) Negotiating Visibility: Disclosure, Silence and Identity Management, (2) Role Modelling and Professional Expectations and (3) Institutional Norms and Schooling Culture. Findings highlight the unique stressors, ongoing identity management and resilience strategies employed by LGBTQ+ individuals within educational settings. This review offers insights into the professional experiences of LGBTQ+ educators as a minority within educational settings, providing recommendations for fostering greater inclusive practice in schools and suggested directions for diversifying future LGBTQ+ research to further include trans, queer and non-binary educators.