In recent years, the visibility and formal position of queer identities have changed considerably across many societies (Flores, 2021). Moreover, paradoxical developments can be observed with regard to social acceptance and lived safety. While, for example, legal protections and anti-discrimination policies have been expanded in numerous contexts (Council of the EU, 2013), empirical data indicate a rise in harassment and violence against queer people (FRA 2024). This contradiction highlights the persistence of heteronormativity as a structuring principle of social order that normalizes and privileges heterosexuality and binary cisgender identities, while marginalizing other forms of sexuality and gender (Degele, 2008).

Schools, as central societal institutions, are deeply embedded in these broader socio-political dynamics. International research widely agrees that schools are shaped by heteronormative norms, expectations, and institutional practices, even in contexts that officially endorse diversity and inclusion (Llewellyn & Reynolds, 2021). Empirical findings from Europe demonstrate that queer students, for example, continue to experience high levels of bullying, ridicule, and discrimination within school contexts, involving both peers and educators (FRA, 2024). These findings underline that formal equality does not automatically translate into inclusive everyday practices.

Within this field of tension, queer teachers occupy a particularly complex position. As professionals, they are simultaneously expected to embody neutrality and professionalism, while their sexual orientation or gender identity may be perceived as politically charged, morally contested, or pedagogically inappropriate (Ferfolja, 2003). Over the past decades, a growing amount of international research has examined how queer teachers negotiate visibility, identity, discrimination, and professional practice within heteronormative school environments. These studies address issues such as coming-out decisions, identity management, workplace discrimination, school climate, and the pedagogical implications of their identities. However, despite the increasing volume of empirical work, the existing research remains fragmented across national contexts, disciplinary traditions, and methodological approaches.

The present contribution addresses this gap by providing a comprehensive overview of the empirical research on queer teachers through a narrative review. The central research question guiding this study is: What is currently known about the experiences, self-positionings, and professional practices of queer teachers across heteronormative school contexts? More specifically, the review aims to synthesize findings related to (1) the societal and institutional conditions shaping queer teachers’ work, (2) experiences of discrimination and exclusion, (3) processes of identity negotiation and coming out, and (4) pedagogical and professional practice.

The objective of the contribution is twofold. First, it systematizes and synthesizes the heterogeneous empirical findings in the field, thereby offering a structured overview of central themes, patterns, and contradictions. Second, it identifies methodological and empirical research gaps, providing impulses for future studies on queer teachers. In doing so, the paper contributes to ongoing debates on diversity, professionalism, and the role of schools in negotiating social change.

To address the research aim, a narrative review was conducted (Grant & Booth, 2009). In contrast to systematic reviews, narrative reviews follow a less formalized approach, while still adhering to transparent and methodologically sound procedures. As previous research has noted, the boundaries between narrative and systematic reviews are often fluid rather than clearly demarcated (Greenhalgh et al., 2018). Given the heterogeneous and predominantly qualitative nature of the existing research on queer teachers, a narrative review was considered particularly suitable. At the same time, common critiques of narrative reviews, especially regarding limited systematization and potential subjectivity in study selection (Grant & Booth, 2009), were addressed through a transparent documentation of the search and analysis process, following the logic of the PRISMA guidelines (Page et al., 2021). The literature search was conducted using the scientific databases Web of Science, ProQuest, and FIS-Bildung (including ERIC), as these databases provide comprehensive coverage of international educational research. A broad search string was developed to capture diverse sexual orientations and gender identities as well as multiple German and English terms referring to the teaching profession. The search was restricted to title fields to ensure topical relevance. Additional filters were applied for publication year and language, including only studies published from 2000 onwards and written in German or English. The database search, conducted on April 5, 2025, yielded 1,435 records. All bibliographic data were imported into the reference management software Rayyan, where 736 duplicates were identified and removed. The remaining 699 titles and abstracts were screened based on predefined exclusion criteria: lack of an empirical basis, publication in languages other than German or English, publication before 2000, absence of a clear focus on queer teachers within the sample, and autoethnographic approaches. Based on this screening, 107 articles were selected for full-text review; however, ten full texts were not accessible. In addition, three highly relevant studies that were not identified through the database search were included retrospectively. In total, 100 studies were included in the analysis. The evaluation followed a category-based approach. For each study, key information was systematically documented in a table, including bibliographic data, country of study, research questions, sample characteristics, data collection methods, analytical approaches, and main findings. Further analysis was conducted via thematic content analysis using MAXQDA.

Studies on queer teachers have increased steadily in recent years. Research has been conducted predominantly in English-speaking countries, with approximately 85% of the studies adopting a qualitative paradigm. Overall, the findings can be grouped into four overarching categories. School and society Schools and their socio-spatial contexts shape queer teachers’ identities and professional practices, as societal queerphobia and dominant moral norms influence decisions regarding visibility (Neary 2013), while broader societal transformations, such as legal reforms, may facilitate more open approaches to sexual and gender diversity and coming out in schools (Rudoe 2018). Discrimination Discrimination emerges as context-dependent and varies in frequency and form. Queerphobic language is reported often (Lee, 2019). Queer teachers are sometimes positioned as a threat, either through accusations of pursuing an “agenda” aimed at “converting” students (Grace, 2017; Melillo, 2002) or through associations with pedophilia (Grace, 2017). Administrative discrimination has also been documented. However, discrimination is not reported as a universal experience (Wells, 2018). Identity and coming out Studies reveal varying degrees of visibility, ranging from concealment to extensive coming out within school contexts (Bower-Phipps, 2017). Concealing one’s identity is described as cognitively and emotionally burdensome (Lee, 2019) and is often accompanied by protective strategies, such as separating private and professional identities (Ferfolja, 2003; Neary, 2013). Pedagogical and professional practice While some queer teachers perceive no influence of their sexual or gender identity on pedagogical practice (Brockenbrough, 2012), many report increased authenticity, empathy toward students following a coming out (Melillo, 2002). At the same time, some avoid addressing queer-related topics to prevent involuntary outing, highlighting tensions between pedagogical responsibility and self-protection (Ferfolja, 2003). Outlook Despite recent growth, research on queer teachers remains limited, as it is dominated by qualitative interview-based studies and rarely differentiates by school type or subject culture.

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