Semester of Graduation
Spring 2026
Degree Type
Dissertation/Thesis
Degree Name
Secondary and Middle Grades Education, History
Department
Education
Committee Chair/First Advisor
Dr. Megan Adams
Second Advisor
Dr. Nichole Guillory
Third Advisor
Dr. Sohyun An
Abstract
This qualitive case study provides a glimpse into the ways in which social studies teachers are navigating the divisive concepts ban. The research question that directed the study is, how are social studies teachers across the Southeast navigating state and local laws that restrict the teaching of divisive concepts while teaching state-mandated standards? I interviewed five social studies teachers, representing Georgia, Alabama, and Florida. These teachers taught a wide range of social studies courses. I found that these bans caused diminished psychological safety for the teachers. They reported increased stress levels at work. These teachers also reported that they feared that what they said could be misconstrued and that they could get in trouble. These teachers found that sensitivities regarding the divisive concepts bans largely were linked to certain topics. They reported avoiding current events, politics, and topics that could be deemed controversial. These teachers reported that they employee risk-adverse instructional strategies to avoid directly discussing divisive concepts, even when the topics are in the standards. Self-silencing or self-censoring was reported by each teacher in the study, out of fear of repercussion. Ultimately, academic freedom seems to be limited, if at all present. For the five teachers in this study, the divisive concept ban has proved more harmful than helpful. Their lessons are less engaging, their classroom is less inclusive, and they are increasingly guarded and stressed at work.