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Perceived Comfort and Safety of Self and Students Predicting One's Wish to Leave Education
Journal article   Open access   Peer reviewed

Perceived Comfort and Safety of Self and Students Predicting One's Wish to Leave Education

Chris Patterson and Kathryn Watson
Sexuality research & social policy
03/10/2026
DOI: 10.1007/s13178-026-01282-0
Appears in  UI Libraries Support Open Access
url
https://doi.org/10.1007/s13178-026-01282-0View
Published (Version of record) Open Access

Abstract

IntroductionThe introduction of "Don't Say Gay" (DSG) bills has led to increased discomfort and decreased feelings of safety and support from administration and public among K-12 educators. As career longevity for K-12 educators depends primarily on comfort, safety, and support, the introduction and sustainment of DSG bills poses a threat to the K-12 education landscape by increasing the likelihood of current educators leaving the field.MethodsUsing a national survey of educators and their perceptions of DSG bills, this study used regression to explore educators' perceptions of safety. The current study examines how educators' perceptions of their own comfort and LGBTQ + students' safety, in the context of DSG bills, relate to their intent to leave education earlier than planned.ResultsResults show educators are more likely to leave the field if the introduction of DSG bills has decreased their comfort or LGBTQ + students' safety.ConclusionsThis study highlights the relationship between DSG laws and lower rates of perceptions of school safety for educators and students as well as shows the legislation influences earlier teacher attrition.
 Social Sciences Social Sciences - Other Topics Social Sciences, Interdisciplinary UIOWA OA Agreement

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