Abstract

There is a growing body of research examining the experiences of lesbian, gay, bisexual, trans, and queer (LGBTQ+) teachers in schools. However, limited empirical attention has been given to those in the early stages of their careers, particularly within the UK context, where historical and legislative dynamics continue to shape school cultures. This article addresses this gap by exploring how queer early-career teachers (QECTs) construct and navigate their personal and professional identities within heteronormative and cisnormative school environments. Drawing on a qualitative narrative inquiry with three UK-based QECTs, the study analyses written biographical narratives and semi-structured interviews using reflexive thematic analysis. The findings identify three interconnected processes shaping identity navigation: preventative barriers (including anticipated judgement, self-surveillance, and performative regulation), community as a site of affirmation and restoration, and a negotiated sense of freedom understood as context-dependent agency rather than full disclosure. The study argues that identity formation for QECTs is not a linear progression towards authenticity, but an ongoing negotiation shaped by power, precarity, and relational safety. In doing so, it extends existing research by foregrounding early-career status as a critical factor in queer teacher identity work and contributes a conceptual framing of “negotiated authenticity” within professional contexts. The article concludes by considering implications for professional sustainability, belonging, and inclusive school cultures.