Degree Date
4-23-2026
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Kristine Scallon
Abstract
Research consistently shows that school-based support, safety, and inclusion are essential to the wellbeing of LGBTQ+ children and youth. Over the past decade, however, U.S. public schools have seen a sharp increase in anti-LGBTQ+ laws and policies that restrict or prohibit LGBTQ+ equity and inclusion. While the harm these policies inflict on LGBTQ+ students is well documented, far less attention has been given to their impact on teacher allies working in environments where allyship is viewed as inappropriate or unlawful. This phenomenologically informed qualitative study examined how public school teachers who identify as LGBTQ+ allies navigate their professional roles under anti-LGBTQ+ laws and policies. Guided by Critical Queer Theory, the study explored how teachers understand and enact allyship in restrictive contexts marked by fear, surveillance, and institutional pressure. Data were drawn from in-depth interviews with six educators across diverse regions and policy climates and analyzed using an approach informed by interpretive phenomenological analysis. Findings suggest that restrictive laws do not eliminate teacher allyship but reshape it. Participants in highly restrictive school settings shifted from overt allyship practices toward small, intentional actions that affirm LGBTQ+ students while minimizing professional risk. Despite fear and emotional strain, participants remained committed. Administrative support emerged as a key factor shaping the scope of allyship, positioning educational leadership as a powerful motor for social justice. This study adds to existing scholarship by showing how teacher allyship is shaped and constrained by school policies and structures, rather than by individual willingness or commitment, and by highlighting the importance of less visible forms of support in restrictive school environments.