What School Leaders Are Feeling Now
"When policies and practices threaten to disrupt our schools, educators must remain grounded in what we know works: culturally relevant teaching, high expectations, and unwavering support for all students."
– Dr. Gloria Ladson-Billings
School leaders across the country are navigating what feels like uncharted territory. What began as headline-grabbing proposals has rapidly evolved into concrete actions: the Department of Education has shed nearly half of its staff, federal funding for numerous education programs has been slashed, and a recent executive order has officially directed Education Secretary Linda McMahon to "facilitate" the department's closure.
The level of uncertainty has many education leaders on edge. Across the country, they are asking the same urgent questions:
What's real versus what's political theater?
What's actually changing in terms of law and policy?
How will all of this impact me, my staff, my students and our community?
It's disorienting. And disorientation leads to fear. Especially when many of the changes directly challenge the core values that so many school leaders hold personally.
In response, School Leader Lab has created A School Leader’s Guide to Understanding Federal Education Policy Proposals. This resource aims to help school leaders distinguish between proposals and actual legal changes to help leaders make informed decisions for your schools, staff, and students. A brief preview of what you’ll find in the guide:
What School Leaders Need to Know About Federal Education Policy (March 2025)
The Trump administration's stated focus is returning education control to states.
Trump signed an executive order directing Secretary McMahon to "facilitate the closure of the Department of Education."
Department of Education staff has been reduced by nearly half, from 4,133 to approximately 2,183 employees.
Six regional civil rights offices have been closed, and multiple education contracts have been terminated.
Executive orders face legal and constitutional limitations.
Eliminating the Department of Education requires congressional approval, which faces significant hurdles (Republicans need 60 Senate votes but hold only 53 seats; 60 House Republicans previously opposed elimination).
Courts have ordered the restoration of teacher preparation grants and other terminated programs.
The administration cannot unilaterally withhold congressionally approved funding.
DEI initiatives are under federal pressure but have legal protections.
The February 14th "dear colleague" letter directed schools to end race-based programming.
After widespread confusion and pushback, the Education Department clarified in a February 28th FAQ document that cultural programs are permissible (Black History Month celebrations, cultural heritage observances, classes about particular cultural traditions or histories, educational programs focused on historical events and contributions of various groups) if open to all students regardless of race.
State and local laws remain most important in determining DEI implementation despite federal pressure.
Multiple lawsuits, including ones from teachers' unions, challenge the legality of the DEI directives.
Federal education functions would continue regardless of department status because they are established in federal law.
Key programs like Title I funding and special education (IDEA) are created by specific statutes passed by Congress, not just departmental policy, and would require congressional action to eliminate.
Civil rights enforcement required by laws like the Civil Rights Act would continue even if housed in a different agency.
Specific federal laws mandate the administration of federal student loans and the collection of education data.
Even if the department were eliminated, its essential functions would need to be transferred to other federal agencies.
What School Leaders Are Feeling Now
"Stories are data with a soul." - Brené Brown
While policy experts debate the details, school leaders must navigate the daily reality of distinguishing headlines from actual mandates. These leaders are the ones sorting through conflicting messages while simultaneously keeping academic progress at the forefront and tending to the wellbeing of their communities.
We went directly to school leaders to understand this complex balancing act. Their perspectives reveal a critical challenge: how to maintain focus on student achievement while supporting staff and students whose very identities may feel challenged by the rhetoric surrounding policy changes.
Behind each policy headline are real school communities—leaders, teachers, and students navigating this seemingly endless change while simultaneously working to improve academic outcomes and nurture positive school cultures. We asked school leaders what people should know about what it's like to lead right now. Each leader we spoke with requested anonymity due to fears of potential repercussions to themselves and their school communities—a telling indication of the climate of apprehension that has taken hold.
Their answers were eye-opening:
"People get lost in policies and numbers but forget the humans navigating this chaos every day—students, families, educators. Consider what this upheaval does to their psyche." -School Principal
"My biggest challenge is the uncertainty; we don't know what we're going to get in terms of funding, and it makes it hard to plan. Given where the kids are academically, we know we need more resources, not less. The biggest concern is what will happen to our kids." -Charter Network Executive Director
"Kids are anxious and afraid. They don't know what's happening, and adults can't give clear answers because we don't know either." - School Principal
"Leading now feels like steering through constant waves—juggling academic recovery, student mental health, and teacher burnout while policies shift around us daily." -School Assistant Principal
"Fear and confusion are creating a chilling effect. We're spending more time reacting to politics and budget uncertainty and focusing less on what students need most." -School Principal
"Leading a school is tense. During the day, I want to focus on connecting with students and supporting teachers, but what is happening on the federal level looms in the distance. I never know if I'll find myself needlessly renaming affinity-based programming or suffering without funding for key needs. I have high schoolers, and they feel the tension. They're worried about their future. I'm just sad that this turmoil is impacting our campus community. We have enough to do already." -School Principal
What School Leaders Can Do
The antidote to fear is intentional and values-driven action. Here’s what School Leader Lab is encouraging school leaders to do right now:
1. Know your policy landscape.
Understand the difference between what’s proposed and what’s law. Use tools like our School Leader’s Guide to Understanding Federal Policy Proposals to stay informed. Don’t make assumptions based on headlines. If something feels unclear, ask for guidance from legal counsel, policy partners, your district, or your network.
2. Don’t pre-comply.
If there’s no mandate from your state, local council, school board, district or network, there’s no obligation to change based on executive orders. When systems comply in advance, we signal to our staff and students that fear is driving our decisions, which erodes trust.
3. Over-communicate!
When people are afraid, silence is the enemy. Say what you know. Say what you don’t know. Say – loudly and often – that your values have not changed. Make space for questions. Be transparent about decision-making. Let your staff know they are not navigating this alone.
4. Lead with your values.
In uncertain times, our values must be louder than the news cycle. What commitments have you made to your students and families? Stay rooted in those. If your school prioritizes culturally responsive teaching, equity, and joy, keep showing up in those ways. Do not shrink your vision out of fear.
5. Tell your story.
The most powerful advocacy tool school leaders have is their voice. Tell the story of how proposed policies, or the fear around them, are impacting your school. Share what it means to teach through uncertainty. Speak to the emotional weight your staff is carrying. These stories cut through political rhetoric and center the lived realities of educators and kids.
“We know we need more resources, not less. We need less distractions and changes, not more. The biggest concern is what is going to happen to our kids.”
What We Need to Remember
School leaders: you have power. We are here to ensure students receive joyful, rigorous, and inclusive instruction, no matter what’s happening in the White House or on Capitol Hill.
As we face these challenges together, I'm reminding myself not to go numb. Not to lean into the tempting pull force of learned helplessness. I'll close with this quote from Abby Wambach addressing queer youth at the GLAAD Awards:
"For the world order these guys dream of to take hold, they need for the rest of us to submit, to slowly go numb by becoming dead inside. Now listen to me, they are not scared of you because you are bad. They are scared of you because you are so alive. They are scared of you because you are free, and freedom is contagious. They are scared of you because they need gray, and you are neon. Hold onto your freedom, your aliveness, and to each other. We can do hard things, and we will do them together."
Here's to being neon together. Our kids will be the ones who suffer if we go grey.
