Where Is My Safe Space?

This chapter examines the experiences of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ)+ educators in a rural South Georgia school district to illuminate how school climate shapes the professional and personal lives of queer teachers. Drawing on Bronfenbrenner’s ecological framework, we situate the voices of five veteran educators—each with more than five years of classroom experience and strong performance evaluations—within the layered systems that influence their daily work. Through in-depth interviews, we trace how participants negotiate disclosure, confront homophobia, and employ strategies ranging from invisibility to open advocacy. Their stories reveal the persistent tension between vulnerability and resilience: the risks of being “out” in a conservative context coexist with the necessity of serving as role models for LGBTQ+ students. Gender, geography, religion, and politics intersect to shape the varied pathways these educators chart as they navigate professional expectations and community pressures. Across narratives, the importance of safe and affirming spaces emerges, alongside recognition of the systemic barriers that constrain them. We argue that school climate cannot be fully understood without considering the positionality of LGBTQ+ educators, and we call for policies and practices that move beyond tolerance toward radical inclusion.