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Introduction <p>The 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.</p> Methods <p>Using 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.</p> Results <p>Results show educators are more likely to leave the field if the introduction of DSG bills has decreased their comfort or LGBTQ + students’ safety.</p> Conclusions <p>This 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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月10日

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  • Chris Patterson,
  • Kathryn Watson

摘要

Introduction

The 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.

Methods

Using 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.

Results

Results show educators are more likely to leave the field if the introduction of DSG bills has decreased their comfort or LGBTQ + students’ safety.

Conclusions

This 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.