The Vermont chapter of the National Education Association (NEA), the state's largest teachers union, has formally adopted a series of resolutions that recognize students' rights to participate in school sports based on gender identity rather than biological sex. The union also called on educators to acknowledge what it describes as "white supremacy culture" and the role it plays in conferring "white privilege."
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These resolutions were adopted at the Vermont NEA 2025 Representative Assembly. The parental advocacy group Defending Education obtained copies of the documents, which highlight ongoing debates over the intersection of identity politics, education policy, and the responsibilities of teachers in addressing broader social issues.
Gender Identity in School Sports
One of the key resolutions, titled "Gender Equity in Athletic Programs," asserts that all students should have the opportunity to play recreational sports in accordance with their gender identity, regardless of the gender assigned to them at birth. The document states, "Vermont-NEA believes that all should have the opportunity to play recreational sports in accordance with their gender identity, irrespective of their gender assigned at birth, and to have their personal dignity respected."
This move comes at a time when some politicians and corporations have shifted away from earlier support for transgender participation in sports, making the Vermont NEA's stance notable within the current national debate. The resolution also emphasizes the need for equal opportunity and funding for both male and female athletic programs at all educational levels, calling for the equal allocation of athletic funds and resources between male and female programs. The union's position reflects a broader trend among some educational organizations to advocate for policies that support transgender students and promote gender equity in school activities.
Addressing 'White Privilege' and Social Justice
Beyond athletics, the Vermont NEA's resolutions urge educators to recognize and address what the union describes as "white supremacy culture"—a term it uses to refer to the underlying social and institutional structures that, according to the union, perpetuate racial inequality and confer "white privilege." The document claims that "the invisible, racial benefits of white privilege, which are automatically conferred irrespective of wealth, gender, and other factors, severely limit opportunities for people of color and impede full achievement of racial and social justice."
The resolution further states that the association will "actively advocate for social and educational strategies fostering the eradication of institutional racism and white privilege perpetuated by white supremacy culture." This includes encouraging teachers to acknowledge the existence of these issues and to work toward solutions within their schools and communities.
Rhyen Staley, director of research at Defending Education, criticized the union's stance, arguing that it requires members to accept what he called a "far-left conspiracy theory" and to become activists. Staley expressed concern that teachers are being asked to focus on social activism while, according to him, "roughly half of the state’s third graders are reading at below-proficient levels."
"It should be deeply concerning for parents that members of the union are to accept the far-left conspiracy theory and to become activists while roughly half of the state’s third graders are reading at below-proficient levels."
— Rhyen Staley, director of research at Defending Education
Immigration and Climate Change Resolutions
The Vermont NEA's resolutions also address issues beyond education and identity. The union adopted a resolution supporting sanctuary jurisdictions for people in the country illegally. The document states that the association "deplores the hardships imposed on families when family members, especially parents, guardians, or caretakers, are detained and/or deported for immigration status offenses." The union supports the creation of sanctuary cities and the right of these cities to refrain from asking about immigration status or complying with federal detention requests for undocumented individuals.
In addition, the union recognized "the scientific consensus that global climate change is largely caused by human activity, resulting in significant, measurable damage to the Earth and its inhabitants." This resolution aligns the Vermont NEA with other organizations that have called for action on climate change and environmental education.
Broader Education Policy Context
The 33-page set of resolutions adopted by the Vermont NEA covers a wide range of topics, including traditional education issues such as school financing, teacher pay, and distance learning. The union defines educators broadly, as any staff person who works directly with students, reflecting its inclusive approach to membership and advocacy.
While the union's leadership has not publicly responded to criticism regarding the new resolutions, the documents reflect a broader trend of teachers unions engaging with social and political issues alongside core educational concerns. This approach has sparked debate among parents, advocacy groups, and policymakers about the appropriate role of teachers unions in shaping not only classroom instruction but also broader societal values and policies.
The Vermont NEA's resolutions illustrate the increasing intersection of education policy with issues of identity, social justice, immigration, and environmental responsibility. As these debates continue, the union's actions are likely to remain a focal point in discussions about the future direction of public education in Vermont and beyond.
