What's at stake?
Although courts have paused the Trump administration’s efforts to limit DEI in K–12 schools, questions remain about how these policies might affect Fresno’s LGBTQ+ students’ access to supportive spaces that affirm their identities and help them thrive.
In seventh grade, Hermonyi Puderer was a student at Tenaya Middle School when her English class was given a “write your own narrative” assignment — one of the few chances students had to choose their own topic.
Puderer, who uses she/they pronouns, pitched a story about drag queens because they were fascinated with the glamour of the performances, the artistry of transformation, and the bold self-expression that defied traditional gender norms.
But her teacher told them that she didn’t think the school would accept that topic for the assignment and said she wouldn’t be able to grade it. When Puderer asked questions, the teacher responded vaguely, saying something about how schools are supposed to stay “equal” or “fair.” Puderer said the teacher implied that the topic would be controversial and that she didn’t want them to get in trouble.
They wrote a narrative about Stephen Hawking instead.
“It was a big thing that I felt really affected me,” said Puderer. “This was a part of my soul, and it felt like it just wasn’t meant to happen. And it was like — if we can’t even open up to this, LGBTQ+ topics in schools are not going to progress any further.”
That kind of silence, Puderer said, was a constant throughout her 10 years in Fresno’s public schools. From Fig Garden Elementary to Tenaya to J.E. Young Academic Center, LGBTQ+ topics were rarely acknowledged. When students tried to bring them up, teachers often looked the other way.
Now, she worries that what was once an unofficial silence could become official policy.
In April, the U.S. Department of Education gave school districts 10 days to certify they aren’t using diversity, equity, and inclusion (DEI) programs as a condition for federal education funding — a move aimed at limiting how schools address identity and discrimination under Title VI of the Civil Rights Act.
For Puderer, the consequences are clear: if schools lose funding tied to DEI efforts, programs like Gender and Sexuality Alliances (GSAs) — which offer LGBTQ+ students a rare sense of belonging — could vanish.
Despite the political pressure and legal uncertainty, school districts and staff in the Fresno area are actively working to preserve their existing support systems for students.
What’s the latest update on Trump’s DEI order
Three federal judges in Maryland, New Hampshire, and Washington, D.C., ruled April 24 that the Trump administration’s DEI order was too vague and failed to clearly define what constitutes a civil rights violation.
The decision requires the federal government to continue funding programs like special education, after-school services, and support for low-income students.
The ruling came in response to a lawsuit by the ACLU and the National Education Association, which argued the order would harm students. California responded to Trump’s order that its schools were already in compliance with civil rights laws.
In an email statement shared by Fresno County superintendent of schools Dr. Michele Copher said that in California, local school districts decide what is taught in K–12 classrooms. The state sets general guidelines, but each district has control over its own curriculum and materials.
“Districts are currently reviewing the implications of this executive order, along with others, and determining what, if any, adjustments are needed to ensure continued access to federal funding while continuing to meet the needs of their students and communities,” Copher said.
Andy Levine, Fresno Unified Trustee representing the Fresno High area, emphasized that the federal funding FUSD relies on supports “our most vulnerable communities,” such as students of color, special education and LGBTQ+ students.
“It’s the right thing for us to do to make sure that they see themselves in the curriculum, feel supported by adults at schools, and know that we’re on their side—beyond the law,” said Levine. “We have a responsibility to defend what we know is right for our students, and that’s what we’re going to keep doing.”
That’s why, Levine said, FUSD isn’t making knee-jerk reactions or compromising its commitments simply to protect funding.
Nikki Henry, chief communications officer at FUSD, said in a March 21 email to Fresnoland—and reaffirmed on May 1—that the district will “continue monitoring the impacts of these executive actions, but at this point, Fresno Unified will continue its mission of addressing the needs of the entire student population in a non-discriminatory manner.”
“In regards to our LGBTQ+ support team’s current work, we remain dedicated to supporting our LGBTQ+ students and families,” said Henry. “Many of our students have reported an increased sense of fear and uncertainty.
With all the added confusion, Henry said students are asking questions like, “What does this mean for me?” and “If I identify as LGBTQ+ and want to attend college in another state, what does that mean for me?”
Henry said that FUSD is following the SAFETY Act, signed into law by Governor Gavin Newsom and effective as of January 1, 2025. The law reinforces existing rights and protections for LGBTQ+ students, and prohibits the “forced outing” of a student’s LGBTQ+ identity.
It replaces AB 1266, the 2014 School Success and Opportunity Act, which clarified students’ rights to access educational resources and programs regardless of gender.
FUSD also has 26 active GSAs at middle and high schools, and the District Youth Voice Committee where LGBTQ+ students can voice their needs and concerns.
How loss of federal funds could threaten LGBTQ+ support in schools
As federal efforts to restrict DEI funding intensify, advocates warn that LGBTQ+ students could lose critical resources and support systems on campus.
“GSAs are really often the only LGBTQ+ space that youth are connected and tapped into,” said Eli Mendoza (she/they), the Central Valley organizer for the national GSA Network. “It’s a place where they can find resources and talk about social justice issues, like the recent bills that have been proposed. Especially in such a volatile time with all the rhetoric and attacks on queer and trans youth, it’s so important that they’re able to stay connected, support one another, and build community.”
Mendoza said these federal policies stem from a fear of gender autonomy and self-expression — core aspects of identity that are especially important for teenagers. When those expressions are targeted, they added, it becomes increasingly difficult for schools, administrators, and student-led clubs to provide the safe, affirming spaces that help students feel like their full, authentic selves.
In some schools near Fresno County, Mendoza said, students have even renamed their GSAs “Pride Clubs” to avoid drawing attention and try to mask them as school spirit groups. Other schools have removed any reference to LGBTQ+ identities from their resources.
While these decisions are made in the name of safety, Mendoza said these spaces are meant to bring together students from diverse backgrounds — not just in terms of gender or sexuality, but also race, culture, and lived experience.
“It circles back to students having to put more energy into defending themselves or limiting their expression,” Mendoza said. “Queer and trans youth are still students. They deserve to learn without having to carry the weight of defending their identity at every turn. It takes away from their ability to participate in the education they’re there for.”
Without institutional support, Mendoza said, students may be forced to build their own networks of care — an almost impossible task when they don’t know who or what spaces are truly safe.
Moving forward, Mendoza urges school districts to engage directly with students when shaping policies — whether that means forming an LGBTQ+ student advisory committee or appointing a representative to the ASB Council.
Puderer grew up in a conservative family in Louisiana before enrolling in FUSD schools. Her experiences led her to believe that one’s teenage years are a critical time to explore your identity, and that having support and guidance can make all the difference — something she didn’t have growing up.
“If I’d had access to that information earlier, I might’ve been able to explore and understand myself sooner, instead of struggling in silence,” said Puderer. “LGBTQ+ resources are vital for youth because they open doors that weren’t available to many of us growing up—they give young people the options and support they deserve to live with purpose.”
After unexpectedly entering the foster care system, Puderer, 18, moved to Kerman in October 2023 to attend a local continuation high school, where they’ll graduate this June.
Through constant moves and shifting communities, Puderer saw how these experiences impacted their understanding of sexuality and gender — and now wants to create safe spaces for others navigating the same journey.
Now, they’re a youth leader with the Youth Leadership Institute’s Youth Advocacy Leadership League and Kerman Friday Night Live, focusing on immigration and supporting queer youth with resources and protection.
“I’ve seen how certain things have affected my community over time due to the Trump administration,” said Puderer. “They have honestly started to get scared and nervous even walking outside a lot, but in my role, I’m able to tell my story based on everything that’s happened in my life and support people.”
