This paper examines recent anti-LGBQT+ educational bills proposed in Virginia. Using Institutional Theory and Poststructural Policy Analysis, we delineate how these texts reproduce repressive ideologies and may affect the subjectification and objectification of educators and students while impacting their experiences within educational institutions. We argue that a) these dictates may adversely affect relationships among educators, students, and families, b) identity-specificity is a fundamental component of educational quality, and c) policy generated without the input of those about whom such policy revolves may problematize issues in ways that reinforce oppressive regimes thereby harming the systems which the policy targets.