Policy Processes in the Parental Rights in Education Act

This paper examines the policy processes that went into creating and passing the Parental Rights in Education Act in Florida (HB 1557). This bill was widely known as the “Don’t Say Gay” bill in the media and focused primarily on the education of sexual orientation and gender identity in schools. Influenced by Littlejohn v. Leon County School Board, the bill passed overwhelmingly through the Florida State Legislature. Using the Narrative Policy Framework (NPF), this paper analyzes the policy from initial conception to implementation, including how interest groups like Moms for Liberty played a role in getting this legislation passed. Fundamentally, this legislation relied on narratives and storytelling to be successful in its implementation, though it faced backlash from wider media sources surrounding the constitutionality of the law. This paper posits that Moms for Liberty and their narrative strategies were vital to the policy process of HB 1557. Because of their connections to conservative politicians and Governor Ron DeSantis, they were able to control the narrative through most of the formulation and decision-making process, bolstering support for the bill before the media narrative fully formed. The research considers parental rights arguments and how they are gaining traction amongst school boards and educational settings, causing confusion and struggle around what kind of educational instruction is appropriate. HB 1557 has created challenges for educators and furthered the ability for parents to challenge books in the curriculum, meaning Florida is now leading the nation in book bans, and teachers have to fear lawsuits regarding what they are teaching. It also creates challenges for schools to be supportive environments for students who do not have a heteronormative experience. This research addresses these challenges and discusses the wider implications parental rights arguments may have on education.