163 Harvard Educational Review Vol. 88 No. 2 Summer 2018 Copyright © by the President and Fellows of Harvard College Intimate Possibilities: The Beyond Bullying Project and Stories of LGBTQ Sexuality and Gender in US Schools JEN GILBERT York University JESSICA FIELDS LAURA MAMO San Francisco State University NANCY LESKO Teachers College, Columbia University In this article, Jen Gilbert, Jessica Fields, Laura Mamo, and Nancy Lesko explore the Beyond Bullying Project, a multimedia, storytelling project that invited students, teachers, and community members in three US high schools to enter a private booth and share stories of lesbian, gay, bisexual, trans, and queer (LGBTQ) sexuality and gender. While recent policy making and educational research have focused on links between LGBTQ sexuality and gender, bullying, and other risks to educational and social achievement, Beyond Bullying aimed to identify the ordinary stories of LGBTQ sexuality and gender that circulate in schools and that an interventionist framing may obscure. After offering an overview of the method in Beyond Bullying, this arti- cle connects narratives of LGBTQ desire, family, and school life to the intimate pos- sibilities—who students and teachers are, who they want to be, and the social worlds they want to build—available to them in schools. Keywords: adolescence, gender, sexuality, high school, narrative research, LGBTQ studies In 2014, soon after the Beyond Bullying Project set up a storytelling booth in the courtyard of West High School in San Francisco, our research team met