Bullying, high-risk behaviors, and rejection from family and friends leave lesbian, gay, bisexual, transgender, queer/questioning, or other (LGBTQ+) students feeling unsafe and unsupported at school. These adverse events can lead to serious physical, social, and mental health challenges including depression and suicidal ideation. This clinical nursing change project examined the effects of an educational intervention on school staff knowledge, confidence, and self-efficacy in supporting LGBTQ+ youth at school. The mixed-methods pilot project consisted of three parts: a quantitative pretest/posttest survey, an educational intervention, and a qualitative focus group interview. An anonymous pretest survey collected demographic information and included questions about confidence and self-efficacy. A two-hour professional development training entitled, Creating Gender Inclusive Schools, was held, and a post-test survey was given immediately after the training. Data gathered in the surveys was analyzed quantitatively using descriptive statistics and non-parametric tests. A focus group interview occurred 30 days after the educational intervention and collected qualitative data about participants’ experiences. Data gathered in the focus group was analyzed using coding and thematic analysis. Project findings suggest that gender inclusive education may be an effective way to increase knowledge, confidence, and self-efficacy among school staff members, thus promoting a safe and inclusive school environment. Keywords: School nursing, LGBTQ youth, school staff, gender inclusive practices