One of the many facets of educational leadership is the emotional aspects of educational leadership itself. Leaders are regularly immersed in emotionally charged broad-based policy debates and political subjects like protests and voting policies. These are policy subjects that politically occur not only in schools where educational leaders practice but also in their interactions with school boards, media, and community members. Such interactions are stressful and contribute to leadership burnout, especially among critical educational leaders. As such, educational leadership needs to address not only the emotionality of their practice but the emotions that result from the interactions they regularly encounter in their practice about societal political subjects and policy debates. Simply, emotions are the reason educators politically advocate for policy subjects in the first place—it’s because of how they “feel” about racial segregation or that they are “pissed” about police brutality. Using textual analysis, this article contends that the scholarship within educational leadership lacks attentiveness to addressing how emotions interact with the societal political subjects that permeate leadership, therefore stifling innovative practices for addressing “controversial” policy debates and political subjects that are, ipso facto, inherently emotional. This view of emotions in educational leadership has the power to change how the field conceptualizes politics and policy subjects. Accordingly, educational leadership that focuses on emotional interactions with political subjects is apt to advance the field of educational politics and policy.

Black women faculty building their academic lives can be treated as or made to feel invisible (i.e., ignored) or hypervisible (i.e., overly scrutinized). Subsequent harms can follow, such as stress, insecurity, power/voicelessness, and job attrition. Through the fusing of sister circles focus groups with Theatre of the Oppressed Forum Theatre, we explored how five Black women faculty confronted issues related to visibility utilizing this culturally informed critical arts-based methodology. Through introspection and performance, they brought in elder wisdom, and through rehearsal and performance, they left with shared knowledge on how to mediate at the extremes of visibility to improve their academic lives. We discuss the findings and their implications for academic healing via culturally responsive arts-based interventions and methodologies.

Much of education research in recent years has focused on how the bullying and victimization of LGBTQ+ students and youth with disabilities (YWD) can lead to increased challenges and limited opportunities later in life. However, few studies have focused on how bullying and victimization affects students who both have disabilities and identify as LGBTQ+ or on how specific practices could improve both their experiences in school and their success later in life. YWD face the same challenges when it comes to puberty, social identity, and planning for adult roles as their non-disabled peers, but they are more likely to struggle with developing their identity and thinking about their future, particularly if they identify as LGBTQ+, which is why educators and parents must work together to advocate for changes that promote an inclusive, safe, and just environment for all students. In this article, we offer guidance using evidence-based promising practices (EBPPs) to improve educational settings for LGBTQ+ YWD that is informed by our work at the state, local, and classroom levels. Gran parte de las investigaciones en educación en los últimos años se han enfocado en como el acoso y la victimización de los estudiantes LGBTQ+ y estudiantes con discapacidades pueden llevarlos a un aumento de desafíos y menos oportunidades más tarde en sus vidas. Sin embargo, pocas investigaciones se han enfocado en como el acoso y la victimización afecta a los estudiantes con discapacidades o identificados como LGBTQ+ o en como prácticas específicas pueden mejorar sus experiencias escolares y a la vez su éxito en el futuro. Los estudiantes con discapacidades enfrentan los mismo retos que sus compañeros sin discapacidades cuando se trata de la pubertad, identidad social, y en planear para su rol como adultos, pero tienen más dificultad en luchar con el desarrollo de su identidad y en pensar en su futuro, especialmente si se identifican como LGBTQ+, por lo tanto es importante que los docentes y padres de familia trabajen juntos para abogar para cambios que promuevan un ambiente inclusivo, seguro, y justo para todos los estudiantes. En este artículo, ofrecemos consejos utilizando prácticas prometedoras basadas en evidencias para mejorar el ambiente educativo para estudiantes LGBTQ+ con discapacidades que están informadas en nuestro trabajo al nivel estatal, local y de aula.

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