The U.S. Supreme Court made a decision earlier this summer that has a significant impact on classrooms nationwide. In their 6-3 decision in Mahmoud v. Taylor, the majority completely missed the point as to why LGBTQ-inclusive education matters. By giving parents the option to pull their kids out of lessons that include LGBTQ+ characters or content, the Court prioritized personal religious objections over creating schools where students can learn without feeling invisible.

Justice Alito‘s majority opinion is especially troubling. He treats LGBTQ-inclusive education as if it were some optional “add-on” that schools can easily work around. As a former teacher, I can confidently say that is not how education works, especially when it comes to curriculum and lesson planning. And while Justice Thomas calls LGBTQ-inclusive education “ideological conformity,” he fails to see that most LGBTQ+ adults today grew up in a school system that forced us to conform to a cisgender and straight worldview. Ironically, I’d consider the Court’s narrow view of public education to be ideologically driven.

Let’s be clear about what LGBTQ-inclusive education is and isn’t. When teachers include books like Uncle Bobby’s Wedding in their curriculum, they are not trying to convert anyone’s child or attack anyone’s faith. They are trying to show students that families come in all colors, shapes, and sizes, reflecting our diverse society.

LGBTQ+ people are also part of every community. We have always been a part of human history, and we deserve to be represented in our nation’s schools. The goal is not to change what students believe at home; it is to teach them how to be respectful in a democratic and diverse world. Luckily, in her dissent, Justice Sotomayor got it right when she said that LGBTQ-inclusive education is “designed to foster mutual civility and respect.”

I could not agree more.

But here’s what the Court’s majority really got wrong: they ignored the anti-bullying efforts that motivate many LGBTQ+ inclusive education programs in the first place. According to the latest National School Climate Survey from GLSEN, 68% of American students reported feeling unsafe in school due to their SOGIE (sexual orientation, gender identity, and/or gender expression) characteristics.

That is two out of three LGBTQ+ youth.

These aren’t just statistics. These are real children trying to learn while dealing with a school environment that tells them, whether implicitly or explicitly, that their identities or families are somehow wrong or shameful.

When schools include diverse families in their lessons, they are not pushing an agenda. They are teaching kids that being different does not mean bad. They are giving LGBTQ+ students a chance to see themselves reflected in their education and helping other students see and understand those who are different from them.

Research shows inclusive education works. Studies have found that an LGBTQ-inclusive curriculum can improve the social and emotional well-being of LGBTQ+ youth. When kids learn about different types of families early on, they are more likely to treat their classmates with kindness instead of cruelty. In other words, when implemented correctly, LGBTQ-inclusive education can be an essential anti-bullying and student well-being strategy.

For instance, as a result of my doctoral research, I have learned that some schools around the world are starting to address LGBTQ+ bullying head-on, and, not surprisingly, it’s through curriculum and instruction. In Scotland, LGBTQ-inclusive education became required in 2021 across both primary and secondary, and most major subject areas. When I interviewed government staff about their experience implementing the new policy, I learned that they even worked with religious groups to inform the effort. Faith communities could agree that inclusion was important for reducing homophobic bullying, even if they had some religious concerns. Scottish students now learn how homophobic language hurts people and develop the social-emotional skills needed for creating safer schools. It’s not ideological instruction; it’s teaching kids critical peer relationship skills.

Similar to the Scottish experience, the U.S. Supreme Court could have left the door open for education authorities to find a balance that respects both religiousfamilies and vulnerable LGBTQ+ kids. Real inclusion programs do not ask anyone to abandon their faith. They ask people to treat others with respect and dignity, a lesson I believe everyone should support in class. Kids can learn that some families have two moms without being told their family is wrong. They can remember that using “gay” as an insult hurts people without abandoning their religious beliefs. Getting to know your neighbor does not go against faith.

Unfortunately for the U.S., the impact of the Court’s decision may be severe and widespread, especially in ideologically conservative states. Instead of dealing with complicated opt-out policies, I fear many school districts will probably remove LGBTQ+ inclusive materials entirely. Unfortunately, it can be easier to bow to political pressures than to fight, especially when faced with potential lawsuits or a loss of school funding. This means LGBTQ+ kids lose representation, and all students miss out on critical lessons in diversity and inclusion.

The Court’s decision also has broader implications beyond the LGBTQ+ community. By way of a new precedent, the case approves a heckler’s veto, allowing parents to claim a religious objection to any educational content they may not align with at home. This is because the majority opinion wasn’t apparent on how opting out of inclusive education would work in practice, or what would even qualify as a personal religious objection. We might start seeing opt-out forms for instruction on topics like human evolution, women’s rights, or civil rights history. Thanks to the Court, there is no line in the sand.

Still, we must persevere as a community. We have no other option. LGBTQ+ kids deserve to see themselves in their education, and all students deserve to learn how to treat each other with respect. As education scholar Rudine S. Bishop puts it, children need both “mirrors and windows” in what they know: ways to see themselves reflected in their books and ways to see others who are different, too.

When we remove students from lessons about diverse communities, we fail everyone. But the call for truly inclusive education is not going anywhere. Our kids—all of our kids—deserve better.

Darek M. Ciszek is a PhD Candidate in Education at UCLA with a research focus on curriculum, learning, and social development.