Previous studies indicate various atrocities against queer individuals in schools globally. However, no in-depth inquiries have been conducted into the experiences of queer individuals in Indian schools. A novel form of ethnography – phenomenological institutional ethnography (PIE) based on Schutz’s phenomenology of life-worlds and Smith’s institutional ethnography was devised to conduct a qualitative inquiry into the experiences of queer individuals. Participants included 19 queer individuals from different regions of India. Findings revealed five forms of disciplinary mechanisms in schools: regimenting through silencing, moral dictation, name-calling, public shaming, and physical abuse, which deleteriously affect the development of self-concept among queer individuals, and leads to experiences of alienation and inauthentic self-expression, guilty conscience and internalized homophobia, and compromised mental health and low self-esteem. Developing inclusive policies to provide a supportive school environment in India for the queer population is suggested.