Navigating Risk, Care, and Neutrality: Social Studies Teachers’ Decision-Making In Lgbtq+ History Education Amid Contemporary Countercurrents

This study examines how nine U.S. high school history teachers respond to contextual, emotional, curricular, and pedagogical pressures as they determine whether and how to teach LGBTQ+ history. Three orientations, risk, care, and neutrality, emerge as central to their decision-making, illustrating how educators navigate contemporary forces in social studies education.