LGBTIQ+ university students are twice as likely as their heterosexual and cisgender peers to experience mental health problems (Aronin & Smith 2016).   Discrimination as a stigmatised minority group can lead to negative treatment by peers and teachers and other university staff. This may be overt homophobia, biphobia, transphobia or more subtle types of discrimination (often unintentional due to lack of understanding of LGBTIQ+ issues), and forms of exclusion including self-exclusion. Such experiences may lead to psychological stress, isolation, low self-confidence and self-esteem, poor performance, mental health problems, missing classes, and discontinuation of study (Bachmann & Gooch 2018, Ward & Gale 2016; Valentine, Wood & Plummer 2009). Invisibility: As opposed to other equity groups whereby universities record statistical data, LGBTIQ+ students are largely invisible as they are not recognised as a target group in terms of access, success and retention. Such lack of acknowledgement compounds experiences of discrimination and homo/bi/trans-phobias. Mental Health: LGBTIQ+ people have a higher risk for mental health problems including anxiety, depression, substance abuse, self-harm and suicide/suicidal ideation than the Australian national population (Leonard, Lyons & Bariola 2015; Leonard & Metcalf 2014; Rosenstreich 2013). Lack of LGBTIQ+ role models at university particularly at senior level. Lack of curricular representation of LGBTQI+. Transmission of dominant norms, values and beliefs in the 'hidden curriculum' whereby unintended learning occurs through social interactions in teaching and learning spaces via implicit messages. Study/internship programs in organisations or countries where LGBTIQ+ people are not protected or respected. Challenging abusive behaviour/language in situations where they don’t feel safe or have a power imbalance.