From the Capitol to The Classroom: The Real Implications of SB 12

With the new school year underway, students, parents, teachers, and faculty are navigating a new public school landscape altered by a number of bills that the Texas Legislature passed earlier this year. As an educator for six years and a current law student, I believe that Senate Bill 12 has a particularly disparate impact on vulnerable families and imposes an additional burden on teachers that restricts our ability to teach effectively.

One provision of SB 12, commonly referred to as the diversity ban, prohibits teachers from engaging in diversity, equity, and inclusion (DEI) activities and requires teachers to obtain parent approval before discussing any topics related to DEI during instruction.

This presents a significant challenge for teachers, as effectively teaching courses like English Literature or AP U.S. History without addressing crucial concepts like racial discrimination is nearly impossible. We would be doing a disservice to students by teaching The House on Mango Street by Sandra Cisneros, for example, without asking them to conceptualize the complexities of Esperanza’s Mexican American heritage. As a law student, I believe students should also understand the racial injustice that Native Americans and African people suffered during the colonization of America. Unfortunately, with this new law in place, I struggle with the idea of producing students who are ignorant of key aspects of history, including the many injustices and cultural complexities of the world.

This legislation was intended to enhance parental rights, but due to the statute’s ambiguous language, some public schools have resorted to their own means of enforcement. For example, some districts now prohibit teachers from wearing graphic t-shirts featuring rainbows, “Black Lives Matter,” or other representations of social or cultural identities in an effort to comply with SB 12. As an educator, I have grappled with this new rule because my identity as a Black woman and aspirations to become an attorney are of extreme importance to me. I take pride in wearing clothing that reflects this deep appreciation of who I am, and I believe that allowing students to witness the identities we cherish can help them discover the ones that are important to them. This legislation aimed at empowering parents and students has, in essence, reduced my identity to that of merely an educator.

Another provision of SB 12 requires parental consent for a student to participate in extracurricular activities. Not only do these activities play a crucial role in allowing students to explore their interests, talents, and identities, but they are also a significant factor for college admissions and our children's overall growth and development. Through participation in these activities, children have the opportunity to become leaders, debaters, athletes, mentors, and advocates — roles that are vital to society. The requirement for parental consent for children to participate in extracurricular activities can limit their access to these important benefits. I am particularly concerned for students from marginalized and disenfranchised communities who are increasingly struggling to access spaces that are safe for them.

At its core, SB 12 ignores the consequences for students and parents from marginalized communities and educators. Families deserve safe schools, opportunities for their children's social growth, and a rigorous academic environment. But when do we stop to consider our educators — the ones responsible for making all of the aforementioned things happen? Teachers are essential. We keep the schools running, we keep these kids safe, and we foster the social development for the next generation. With this, I ask: When will lawmakers consider us?

– Jada Ceasar served as a legal intern for Texas Appleseed’s Education Justice Project in 2025 and is a current student at South Texas College of Law.