LGBTQ+ teachers and the new school year

Summer is in full swing and we’re one national holiday away from the beginning of the 2025-26 school year. This year there’s more than pickup schedules and needed supplies to be concerned about. There’s been tons of new legislation which has and will continue to impact students and educators – in a very unsettling manner for many. It’s enough to have some folks wondering if the U.S. Constitution’s 14th Amendment (affording protection from discrimination based on factors such as national origin, sex or race) has been redacted. 

With all the anti-DEI mandates, anti-LGBTQ+ rulings and the attitudes that follow it’s no surprise these ills are finding their ways from conference rooms to classrooms. 

Considering these daunting facts, we decided to speak with a few community educators to gain greater clarity on what there is to be concerned about for this upcoming school year and what, if anything, can be done to mitigate damages. But first, let’s take a quick glimpse at some of the legislation that’s been applauded by some while creating angst and hardship for others. 

According to a 2024 study conducted by The Williams Institute, a think tank at UCLA’s School of Law (dedicated to conducting rigorous, independent research on sexual orientation and gender identity law and public policy): A substantial percentage of these bills specifically target transgender youth, such as by limiting access to gender-affirming care, participation in sports and school programs, access to bathrooms and other facilities, or by discouraging the use of gender-affirming pronouns for transgender youth.

• Senate Bill 227 (Eliminating “DEI” in Public Education): This bill, passed by the General Assembly, prohibits instruction and training deemed “divisive” and would impact DEI-related offices and hiring practices.
• House Bill 595 (Parental Rights for Curriculum and Books): Boosts parental control over health education, sex education and school library materials.
• House Bill 806: Would eliminate K-3 class size limits and allow districts to hire unlicensed teachers.

Again, this is just a sampling of what educators will be subjected to, need to be aware of and will have to contend with. The Charlotte Observer recently reported on a UNC-Charlotte Administrator who seemingly saw the need for DEI on the school’s campus. According to the article’s author, Rebecca Noel; Janique Sanders (an assistant director of UNCC’s Office of Leadership and Community Engagement), is “no longer employed” following the release of a viral undercover video by the conservative group Accuracy in Media (AIM). In the video, Sanders appears to suggest that DEI-related efforts are ongoing on campus, despite political and public scrutiny. She states that while the language has changed, the underlying equity work continues—something she nods to but says she’s “not allowed to say.”

The video gained traction after being shared by Corey DeAngelis, an education policy advocate, and was amplified by figures such as U.S. Assistant Attorney General Harmeet Dhillon and N.C. Senate Leader Phil Berger. In response, the university distanced itself from Sanders’ comments, saying they “do not reflect the University’s actions,” but would not confirm whether she was fired or resigned, citing personnel privacy.

Many students and educators have supported Sanders and shown their disdain over the backlash while others brace themselves for what they may face when school doors reopen this fall. Of the educators (all LGBTQ Community Members) Qnotes had the opportunity to speak with, it became apparent these brave souls had greater concern for their students than themselves. 

One educator, an area high school English teacher, confirmed that she was nervous about returning to teaching after the summer break. “But good teachers do their best to always be prepared to pivot and still present material their students need.”  However, she added how important mental health and supportive partnerships will be – especially as it concerns immigrant students. 

“ICE is one of my biggest concerns, but there’s so much to deal with – like the lack of accessibility to free or reduced lunch, and support for multi-divergent learners and multilingual learners.” 

With all that to contend with though, there were also encouraging words of advice for parents, guardians and loved ones. “Find easy to read literature that talks about civil rights, laws and resources for families who may have lost family members detained and/or deported by ICE. We have to give real life solutions, because it’s about surviving and building empathy. Helping students grow and understand diverse perspectives is crucial to their development.”  

While reflecting on all the issues she’ll face when she returns to her high school classroom, she made it clear where her concerns were focused. “My LGBTQ kids. When it comes to my LGBTQ kids, that [anti-LGBTQ legislation] has been a daily concern for a while. We’ve already seen a decline in GSAs and LGBTQ student visibility. I feel as though my role as a teacher hasn’t changed but I know I’ll need to provide more support for my LGBTQ kids, considering all this [nonsense] and hope the community will come together to do the same. We have to love on our kids extra hard this year.”

Not so ironically, this educator had to be prompted to mention any concerns about whether or not her livelihood would support her identity. Like many compassionate educators, her focus was geared toward issues she felt directly impacted her students – not her, a Black lesbian academic. 

Eventually, she confirmed what we were thinking. “Hell yes I’m concerned, because I could be fired at the rate we are going [with hateful legislation, attitudes and actions becoming so prevalent]. But please add this, I am concerned but I ain’t scared! I will definitely not be in the closet. I will still be me – loud and proud! If I don’t show my kids how to stand in my truth through it all, who will?!  

In conclusion, she drew on the strength of her identity to get her and the students through it all. “It helps that we’ve been through this before and so we are more prepared, especially those of us who face struggles on a daily basis. In all the madness, I do expect the world to see good people, resilient people flourish.

At another high school, a white gay male teacher shared how he has less concern about the impact of the new rules, mandates, laws and emboldened attitudes. He disagreed with those who might say, perhaps it’s not the best thing to be openly gay and expressing yourself in the Charlotte Mecklenburg school system as an employee right now. He stated that he feels, how a CMS LGBTQ teacher is treated and supported is most likely dependent upon “…where you are. We have a very liberal base [where I teach].” He continued to explain, “I’m very comfortable in my skin. We have a lot of  gay employees and students, here, and in other schools that I know of, who have not changed their policies.”  

As it applies to his students, he stated (with some relief) that the school he teaches at and others he knows of have maintained their GSAs along with “safe space” signage in classrooms. In addition, he’s witnessed no negative reaction to anything related to LGBTQ+ students or staff, so far. 

Lastly, we checked in with yet another Queer-identified educator. This time, we received some perspective from the lens of a higher education professional who is also the parent of two secondary school students. When asked what her concerns were for her own children she stated, “That their teachers won’t get the support they need to engage with students, my children. When you change their educational practice, like class sizes, being able to lead effectively, students aren’t able to get the individual attention they need. With my kids, I’ve been very intentional and involved but the more support that is taken away from teachers, the more you risk losing teachers and students.” Addressing her concerns from the perspective of an educator she lamented, “I am concerned especially for those who may not have as much of a foundation, that we as educators won’t only not be able to do our jobs but are targeted in being able to teach effectively. That includes content. It’s upsetting that any subject or content that could possibly make someone uncomfortable is now subject to review. It’s miseducation.”

She went on to express her concerns that providing students with any academics or support based upon identity has been threatened, erased or dismantled. With a lengthy list of concerns and consequences she continued to share her trepidation. “What happens to the students who actually need that attention and information? Students who have the highest risk of not being successful won’t have what they need because we’re now in a position to not [be able to] identify, pay attention to or solve problems. That’s what happens when you ignore data that informs and promotes the success of our students.” With all that said, she implored parents to remain committed to their child’s success regardless of the current [political] climate. She encouraged parents to “ask questions, stay involved and teach them what you want them to know.”