􀁑 Teachers reported that state-level limitations on how kindergarten through grade 12 public school teachers can address topics related to race or gender were more common than district-level limitations.

􀁑 Roughly one-quarter of teachers reported not knowing whether they were subject to restrictions on how they can address topics related to race or gender, and only 30 percent of teachers in states with restrictions reported them as being in place.

􀁑 About one-quarter of teachers reported that limitations placed on how teachers can address topics related to race or gender have influenced their choice of curriculum materials or instructional practices.

Teachers who perceived that their state or district had enacted limitations were far more likely to report that such limitations influenced their instructional decisions.

􀁑 Some teachers were more likely to be aware of or influenced by these limitations, including— unsurprisingly—those in states where such limitations had been set, as well as teachers of color, high school teachers, teachers serving suburban schools, and teachers more likely to encounter race- or gender-related topics in their subject areas.

􀁑 Restrictions infringed on teachers’ autonomy by constraining the topics they could address and their choice of instructional materials and discussion topics.

􀁑 Limitations stemmed from sources that have formal policymaking authority, such as states and districts, and other sources that have informal authority, such as families and communities, but teachers most commonly pointed to parents and families as a source of the limitations they experienced.

􀁑 Teachers perceived that limitations placed on how they can address race- or gender-related topics negatively affected their working conditions and worried about the consequences of such limitations for student learning.

􀁑 Teachers’ responses to enacted limitations ran the gamut from resistance against restrictions to changing their instructional practices to align with restrictions.