“…Coming out studies also concentrated on faculty, particularly in the context of the teacher‐student relationship. These studies explored teachers' and university lecturers' decisions and experiences of coming out as LGBTQ+ to their students (e.g., Bliss & Harris, 1998; Dejean, 2007; Ford, 2017; Gray, 2013; Johnson, 2008; Liddle, 2009; Llewellyn & Reynolds, 2021; Neary, 2013; Takatori & Ofuji, 2007), students' reactions and experiences with their educators' coming out (e.g., Clarke, 2016; Hosek & Presley, 2018; Macgillivray, 2008), and whether LGBTQ+ faculty should come out to students at all (e.g., Govender, 2017; Gregory, 2004; Mckenna‐Buchanan et al., 2015; Waldo & Kemp, 1997). According to Khayatt and Iskander (2020), ‘sexuality and the erotic are [still] conceptualized by teachers as hazards in the classroom: gayness threatens to undermine the teachers' authority, to elicit controversy, and risks attracting stares, slurs, or distain’ (p. 9).…”