How defunding the Department of Education impacts teachers in the classroom
Article by Julia Delsol and Lucy Miller
The Trump administration has initiated actions to dismantle the U.S. Department of Education (ED) through a disputed executive order, prompting educators and education activists to panic. While the department's authority to carry out deferral safeguards and disburse crucial funding hangs in the balance, educators all across the board scratch their heads, wondering how it could affect their students and classrooms.
The Department of Education has long played a vital role in enforcing civil rights, assisting students with disabilities, promoting equity for minority groups and distributing funds to schools in need of improvement. If it is abolished, experts warn that schools will lose valuable programs and safeguards.
To gain an understanding of how these changes might be implemented on the ground, four teachers in the core subjects — math, English, history and science — were interviewed to hear their views and concerns.
Corin Greenberg, a social studies teacher, noticed that while a significant portion of the funding comes from the state, there is still considerable uncertainty surrounding federal contributions, which makes districts feel like they are working with less.
“It creates a feeling or condition of scarcity where districts aren't sure what kind of funding they'll have,” Greenberg said.
She also expressed concern about what the statement alone — defunding the Department of Education — signals about American values.
“I worry about what that says about how we view education and what we value as a society,” Greenberg said.
Math teacher, Allison Kristal, voiced concern not only for moral reasons but also for the direct impact on special education.
“It's demoralizing,” Kristal said. “I worry about how it impacts special education.”
Kristal's words highlight a broader concern among educators that the most vulnerable students suffer the most.
Stephen Hart, who teaches economics and social studies, explained that while wealthier districts like theirs may not feel the immediate brunt, those with fewer resources likely will.
“Special education programs and services rely heavily on federal funding,” Hart said. “Those could be seriously affected.”
Hart also expressed concern that teachers may begin self-censoring their curriculum for fear of political consequences.“It could affect what teachers choose to cover in their classes,” Hart said.
Chemistry teacher Mark Summary stressed the long-term implications of these actions.
“Communities that are already vulnerable will be impacted the most,” Summary said. “Wealthier areas can make up for funding shortfalls, but poorer districts can’t.”
Hart also pointed out the political irony present in these conflicts.
“Many red states that support defunding are the ones that rely most heavily on federal education funds,” Hart said.
As the story continues to unfold, teachers say their top concern remains the same: working with what they have to better serve their students, and getting loud when what they have is on the line.
EO 14151: Elimination of diversity, equity and inclusion (DEI) programs
Within the first day of being sworn in, on Jan. 20, Trump signed an executive order to remove DEI programs from the federal government. Issued by the Director of the Office of Management and Budget (OMB) with assistance from the Attorney General and the Director of the Office of Personnel Management (OPM), the order aimed to terminate all DEI programs in the federal government within a 60-day period, which concluded on March 21. The OMB and OPM will also oversee compliance with the orders, such as the hiring process, to ensure that no company hires using DEI programs.
EO 14151, issued under the Trump administration, aims to remove “illegal and immoral discriminatory programs” from the Biden administration, as stated on the whitehouse.gov website. On Jan. 20, 2021, Biden signed EO 13985, which required federal agencies to establish an Equity Action Plan and Equity Team, allocating resources to further DEI programs. Trump’s order claims that these programs are wasteful and discriminatory, and has begun to cut funding from institutions that do not comply.
Institutions that have refused to comply with the order have faced threats from the administration to cut their federal funding. Harvard University recently sued the administration after it threatened to cut $2.3 billion worth of federal funding, claiming that the order is unconstitutional and infringes on the university's autonomy.
EO 14190: Ending radical indoctrination
With an effort to encourage patriotism and national pride in students, on Jan. 29, Trump signed an executive order to remove racial and gender indoctrination from being taught in K-12 schools. As stated by whitehouse.gov, previously, schools have blocked parental oversight, instead indoctrinating children about “radical and anti-American” ideologies, mainly about race and gender. The administration believes that current education can subject children to be victims or oppressors based on their skin color. Additionally, according to the website, it leads them to question whether they were born in the correct body, which weakens personal identity and family unity.
The order includes the removal of curriculum that treats individuals as members of disfavored or preferred groups, such as race, gender, color or national origin, targeting lessons like white supremacy, critical-race theory and gender ideology. It also emphasizes parental rights related to gender identity, requiring schools to communicate with parents about their children's social transitions. Similar to EO 14151, the risk if schools don’t comply with curriculum restrictions is federal funding cuts to their school district. The more extreme circumstances are under the enforcement of the Attorney General, who is in charge of investigating educators who may be supporting gender identity changes without parental consent. These educators could be charged with sexual exploitation of a minor or practicing medicine without a license. Finally, the order reinforces the President's Advisory 1776 Commission, which aims to educate students on patriotic values, primarily through teaching American History.
Trump claims the indoctrination of these gender and racial ideologies reinforces racial discrimination and threatens national unity; however, the president of the Colorado Education Association (CEA), Kevin Vick, released a statement sharing his personal opinion, which he shares with many Democrats. “Diversity is our greatest strength, enriching our classrooms, communities, and society as a whole. It fosters innovation, critical thinking, and empathy by exposing students to different perspectives, cultures, and lived experiences.” Vick said.
EO 14191: Expanding educational opportunity
With testing scores in K-12 public schools in the U.S. declining, Trump signed an executive order on Jan. 29 to provide additional federal funding for low-income parents hoping to expand educational opportunities. It is believed that not all children can thrive in a K-12 public school. Federal funds will be used to provide scholarships and guidance to families, enabling them to choose whether they prefer a private, charter or homeschool option.
The Secretary of Education is tasked with championing educational choice by implementing federal policies and guidelines that direct states on how to utilize federal funds for K-12 scholarship programs. Additionally, the order mandates the Department of Health and Human Services to instruct states on how to utilize specific grants to promote this educational freedom. The Secretary of Defense is to present a plan to the president detailing how military families can allocate their funds for their children's school choices. Lastly, the Secretary of the Interior will ensure that students in the Bureau of Indian Education schools receive funding that allows them to choose their educational institution.
Traditionally, the quality of education a student receives depends on their residential area. Wealthier areas with more expensive housing typically have better public K-12 education. According to the whitehouse.gov, the order will empower parents and students through school choice and strengthen educational freedom and opportunity.
EO 14214: Limiting schools that require COVID-19 vaccines
On Feb. 14, Trump cut funding from all state, local, elementary, secondary and higher education facilities that required COVID-19 vaccines for their in-person students. The executive order appoints the Secretary of Education to create guidelines regarding the educational entities' legal obligations to protect students, taking into account parental authority, religious freedom, disability accommodations and other relevant factors. Mandating vaccinations has kept 350,000 students out of school in states such as California, Maine and Connecticut. According to whitehouse.gov, the order aims to make education accessible to all by removing government overreach of “unnecessary government mandates,” regardless of whether individuals choose to get vaccinated. The order explicitly states that requiring vaccines infringes upon students' rights and freedoms; instead, it should be decided by the parent or individual.
However, according to the California Department of Public Health, requiring vaccines can help prevent preventable diseases and outbreaks, keep students and staff focused on academics and reduce the additional time and costs spent during epidemics. The website also lists all vaccines required in specific educational institutions, including COVID-19. Although no law mandates COVID-19 vaccinations in California, the California Department of Public Health encourages all students to be immunized before attending in-person school.
EO 14242: Closure of the Department of Education
On March 20, President Trump signed an executive order to begin the closure of the Department of Education and return educational authority to the states. The order gave the Secretary of Education the responsibility to take all necessary steps to ensure the closure. The order also asserts that any remaining funds will not be directed towards Diversity, Equity and Inclusion (DEI) and gender ideology advancements.
The Department of Education was a federally funded initiative aimed at improving schools, collaborating with local and state education agencies to enhance school outcomes. The department established federal education laws and policies, funded student aid, monitored educational standards, conducted in-depth research and addressed issues of discrimination. Visit ed.gov to learn more about the Department of Education’s initiatives.
However, according to whitehouse.gov, the federal government's control of education has failed. Although the department has spent over three trillion dollars since its inception in 1979, standardized National Assessment of Educational Progress (NAEP) scores have not improved. The department also “burdened” schools with more paperwork and regulations, resulting in $3.9 billion in costs and 4.2 million hours of paperwork. The department used billions of taxpayers’ money, “wasted on progressive social experiments and obsolete programs.” Trump initiated this closure to empower parents, states and communities by returning the responsibility for education to local and state governments.
In recent months President Donald Trump has released executive orders relating to DEI policies, directly impacting many institutions and California schools. As a result many schools have made changes to or completely eliminated their DEI programs. This decision has been made due to some California schools being threatened with loss of funding
In today’s politically charged climate, book bans have surged across the United States, reflecting growing cultural and ideological battles. As seen in the list of the “Top 8 Most Banned Books,” titles such as Nineteen Minutes, Looking for Alaska, and The Perks of Being a Wallflower are frequently challenged for their depictions of complex and controversial themes—ranging from mental health and sexuality to violence and social issues. These bans often stem from concerns over age-appropriateness, parental rights, or moral objections, yet they raise critical questions about censorship, freedom of expression, and the role of literature in education.
In America the future of our education systems are uncertain due to funding cuts. I made this infographic to illuminate the reaction from students and faculty.
Why we’re fighting for Special Education
On March 20, 2025, President Donald Trump signed an executive order to dismantle the U.S. Department of Education. This action would involve removing federal funding from public schools, launching a national voucher program that allows families to use public funds to send their children to private schools and redirecting more funding toward private schools. These changes would significantly impact students receiving special education services.
This isn’t just a concern for students receiving these services, but also for future educators — for people like us who hope to make this our career. If students don’t have the same resources they currently do, it makes it impossible to have a productive learning environment. Teaching special education today is very difficult; a limited number of people want to pursue it, which will continue to decline if teachers don’t feel supported in their environment.
It is essential to advocate for why this work matters so deeply. Removing public education resources could limit access to necessary services and support for students with disabilities. Additionally, it could weaken the enforcement of civil rights protections, leaving some of the nation's students who need the most support without any.
Below, we have written and shared our reasons for wanting to be special education teachers and why the Department of Education is so important. We have changed the names to ensure the safety of the students we work with within our writing.
As I considered how to share my story of why I decided to pursue a career in Special Education, I decided to share one of my college essays. Although it is a personal story, it also represents how I found my love for Special Education.
I took Jack’s hand and led him to the starting line. His grip tightened, fear etched across his face. The gun fired, and the crowd erupted, chanting, "Go Jack, Go Redwood!" As we neared the finish line, Jack lifted his head and released a huge, dimpled smile. This was my sign. I let go of his hand and stepped off the track. It was his moment to shine.
I work year-round with Jack and six other extra-special athletes to prepare them to compete in county-wide track and field events as part of the Unified Track & Field program at my high school. I first learned about Unified Sports at my own sectional track meet during my freshman year. Every person in the stadium that day stopped and cheered as athletes in wheelchairs, with walkers or unsteady gaits, made their way down the track alongside their partner runners. The sight was inspiring and humbling. I knew this was a program I wanted to bring to my high school.
That fall, I collaborated with teachers and coaches to recruit seven special education students and their general education student buddies. I was honored to become “Coach Charlotte.” When we aren’t training, I spend time with my students in their classroom, playing games and doing crafts to build deeper relationships. We’ve developed genuine connections, and I’ve learned to adapt to their individual needs and personalities. With Adam, who is deaf, I learned to communicate using basic sign language and physical cues, and today, I can tell what he needs based on his facial expressions. Now, instead of shying away, he gives me a big hug before every practice. To help Max, who is blind and nonverbal, feel safe, I ensure he has one of his fidgets in his hand. He squeals with excitement as I push his wheelchair out to the track.
Jack’s progress has been especially rewarding. When I first met him two years ago, his parents told me he would never participate in track because of his extreme anxiety. Initially, I made him my assistant. We got to know each other as he helped me cheer on the other athletes. Weeks later, when he felt more comfortable with me, I suggested we run together on the track. He agreed as long as we could hold hands while running. Jack’s confidence grew steadily, and the day he crossed that finish line alone was magical. At the end of the first Unified Track & Field season, I knew my work in special education was just beginning.
That summer, I worked as a paraeducator at the Marin County Office of Education. My job was to assist the credentialed instructors by teaching essential life skills to young adults with severe disabilities. My first day was intimidating. I had to feed one student through a G-tube and help change diapers for others. Honestly, I wondered if I could do it. But I knew if I earned the students’ trust, they would try harder when I encouraged them to walk a little further or take an extra bite of food on their own. I saw daily signs of progress and found that if I gave my students my all, they would give me theirs.
Working with these special students fulfills me like no other activity — they help me look at life differently and push me to be more empathetic and patient. My students have shown me the magic of small victories. For them, track meets aren’t about winning; they’re celebrations of what they have overcome and what they have achieved. I’m now inspired to become “Teacher Charlotte.” I plan to become an educator who gives students of all abilities the support, respect and attention they deserve. I want to ensure that, like Jack, every student has a chance to shine.
As I continued to search for a career path, many ideas crossed my mind, from psychology to business. The next four years and my future career remained in the air. Finally, I found a career that would fulfill my passion, dedication to others and love for working with children. I will enter my new chapter by working with special needs children.
I first entered the special needs field by volunteering at the Miracle League in Petaluma. Miracle League is a non-profit organization dedicated to providing individuals with disabilities the opportunity to participate in an organized baseball league that celebrates their spirit in a non-competitive atmosphere. During my first encounter with special needs children, I was nervous, overwhelmed and reserved. I didn't know how to react, and I didn't want to upset them in any way or be a burden to them or their families. During my first day of volunteering, I was concerned and confused that I was in the wrong place and wasn't qualified to work with special needs children. However, as I continued working, I realized that I couldn't stop smiling. I was excited to be there, helping support the children.
Throughout the day, I strongly connected with one little boy, Tyler. He had Down syndrome and often struggled to speak. But he was also highly social, giving me lots of hugs and always wanting to run and play. He loved to play baseball, running the bases as fast as possible and hitting the ball as hard and far as possible. His smile lit up every time it was his turn to bat. I always knew that I enjoyed working with kids through babysitting or playing with my neighbors. I was constantly searching for a calling where I could work with kids and still be fulfilled. After volunteering, I decided on my path: working with special needs children and enhancing their speech abilities. I want to become a speech therapist, helping and assisting children with various needs and enhancing their speaking and verbal communication skills. It all started with Tyler, who guided me to the field of special education.
I also pursued working at Redwood High School in their special education classroom, helping students read, tell time and do math. I connected specifically with Samantha, one of the special needs students who is both non-verbal and even struggles to walk. We instantly gravitated towards one another. She headed right toward me with a large smile whenever she was dropped off at school. She constantly laughs when listening to music such as “Sweet Caroline” or “Shake It Off,” and has the most contagious smile in every room. Through this work, I have received a job this summer working with her and making a difference in her life. From these experiences, I have learned the person I want to become and the difference I want to make in people's lives.
Our work with special education students has changed our outlook on life. This group of students is the most vulnerable and needs the most support. Defunding the Department of Education will isolate these students even more than they already are.
Lily Bell:
My normal is not normal for most people. Since I was little, trips to Dr. Allen, Dr. Janet and sometimes trips to Trouble Coffee (when I was lucky) in the Sunset District were what my after-school and weekends looked like. A considerable part of my life was learning to get used to “trips” that my mom, sister and I would go on, all with the good intent of helping out my sister with her physical and educational obstacles. Dr. Allen, my sister's orthotic doctor, the eye doctor and Janet, my sister's physical therapist, were all a part of making life at home and life for my sister easier. Although frustrating at times, I learned to adapt and saw how much good was going into the work that helped my sister. A few years later, I was still seeing amazing amounts of effort being put into schools and the community in Marin to help people like my sister. Starting at Hall Middle School, my sister was surrounded by a great group of special needs educators and therapists. Now, she is surrounded by friends and educators who help make life more accessible and enjoyable every day.
Ever since I was little, I’ve thought of the special needs department as a group of kind-hearted people coming together to help kids with special needs thrive in school environments. I’ve been surrounded by people in the special needs department my entire life. And I wouldn’t trade it for the world. I know that every day, people who take the time to help my sister and others are putting their best work into the world. Although it may seem like a small portion of our community, the effort put in by educators makes the most significant impact on lives like mine and my sister’s. Seeing that my sister has so much support around her makes me so grateful, and I’m glad she can have such a positive high school experience. I can’t thank people who work in special needs enough — their time and dedication have helped my family immensely.
This map compares each states political outcome in the 2025 election as well as rankings of their Economy (ranking of wealth), education (education quality), BA+ holders (percent of population with a bachelor's degree or higher), quality of life (environment, infrastructure, opportunity, crime and corrections, etc.) and poverty (percentage of citizens above poverty level).
On April 14, Harvard University announced that it would not comply with the federal government’s demands to alter its policies — demands that included forcing the university to end its diversity, equity and inclusion programs and make changes to “improve viewpoint diversity and end ideological capture.” In response to Harvard holding its ground, the Trump administration froze over $2 billion in grants to the university, as well as $60 million in “multi-year contract value.” It threatened to revoke the university’s tax-exempt status. “Harvard is a disgrace,” Trump said.
The 10 demands to the university would also force the university to adopt merit-based hiring and admissions (as opposed to the system the university currently employs, which considers identity as a component in hiring and admissions decisions). Additionally, the university would have to screen international students for alignment with American values, report misconduct to federal authorities and ban student groups that promote violence or antisemitism; yearly audits of “viewpoint diversity,” antisemitism and ideological bias would be enforced until 2028.
These demands toward the administration are the exact opposite of what the goals of higher education should be — that is, to inform and educate as wide a range of students as possible, and to prepare them to leave a positive impact on the world. Removing Diversity, Equity and Inclusion (DEI) programs and unilaterally eliminating support for international students does nothing to promote these goals. It is a positive sign that the Trump administration has recently restored the visas of many international students, who otherwise would have had to leave the country for slight legal infractions. But the implications of these policies — that the administration can, at whim, determine who is a valuable contributor to the American education system — are horrific.
Similarly, the imposition of standards on what can and cannot be taught — in pursuit of supposed “viewpoint diversity” — is one of the hallmarks of a dictatorship. Control over educational standards is often one of the first things to happen in a falling democracy, as you can read here (link to taylor’s article). As what children learn becomes increasingly controlled by the state, many of the values we as Americans believe to be important— freedom of speech, freedom to express our beliefs publicly — may soon fall away.
At its best, education should serve as an equalizer, allowing those who came from less to make more of themselves. This is the goal of education and DEI efforts: learning about those different from oneself. As the American government veers away from our founding principles, it becomes crucial that other institutions do what Harvard has done and rebuke the Trump administration.
As of April 11, 150 colleges and universities have signed a letter rebuking the Trump administration, voicing their public disagreement with how the administration has, as Matt Lavietes wrote for National Broadcasting Channel News, attempted to “dictate the policies of private higher education institutions in exchange for federal funding.”
In addition to this, we as individuals must remain vigilant at this time. We should pay close attention to the federal government's actions; we should be aware of how this unique and unprecedented period of American history may affect our lives as soon-to-be college students. But, we should also take full advantage of the education we have received, and will go on to receive: knowing how precious freedom of thought is, how valuable our intellectual and political independence are, and how these fundamental concepts we may have to fight to maintain in the coming years.
Everyday another thriving country, filled with millions of innocent people falls deeper into the grasp of authoritarian rule. In 2019, there were 92 dictatorships and only 87 democracies worldwide, according to Carnegie Corporation New York, making censored control more common than freedom. Fortunately, as historians see the amount of such dictatorships grow, they begin to understand the blatant signs far better. The largest one being the censorship of education. Unfortunately, this is happening in our very own backyard.
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