Redefining Advocacy: How Educators Can Influence Change
What does it really mean for educators to be advocates, and how can they influence policy without becoming overwhelmed by “politics”?
In this episode of CEC’s podcast Rewriting the Narrative, released in August 2025, host Ben Tillotson, CEC President, sits down with Kim Knackstedt, Principal Consultant of Unlock Access LLC, to unpack what advocacy looks like in practice and why educators are already far more political and powerful than they may realize.
Advocacy Starts in the Classroom
Knackstedt’s path to advocacy didn’t begin in Congress or the White House; it started in the classroom. As a teacher working with students with emotional and behavioral disabilities, she quickly saw how systems were stacked against students, particularly when it came to exclusionary practices like seclusion and restraint.
“My goal was to help my students really be fully included throughout their school day,” Knackstedt shared. “But the system was stacked against them. So, I had to be their advocate—whether I thought of myself as that or not.”
That realization became foundational: advocacy isn’t a title, it’s an action. Teachers advocate every day by pushing for inclusive placements, seeking resources for students, and challenging practices that cause harm.
Reframing What It Means to Be “Political”
One of the most powerful moments of the conversation centered on redefining politics in education. Knackstedt challenged the idea that schools can or should be politically neutral.
“All teaching is actually political,” she explained. “And not like Republican, Democrat, political, but just political in the sense of choices that we have consequences, not bad consequences, but there are consequences.”
From the books that educators select and the histories they teach, to how behavior is addressed and whose voices are centered, every decision is shaped by policy. Knackstedt introduced the distinction between “Big P” policy (laws and regulations such as IDEA or ESSA) and “little p” policy (school- and district-level rules, practices, and norms). Educators engage with both every single day, whether they intend to or not.
Using Policy as a Lever for Change
Knackstedt shared how she first learned to use policy strategically while teaching in Kansas, when new regulations around seclusion and restraint were introduced. Without formal training in policy, she saw an opportunity to leverage those regulations to reduce harmful practices in her school.
That spark led her to deeper involvement at the state and federal levels, including work on disability policy in Congress and the White House. Her message to educators: you don't need a policy degree to get started.
"Find something you're passionate about and just find a way to get involved," she said. That can be as simple as telling your story, sending an email, making a phone call, or participating in local or state conversations. Passion, not expertise, is often the most important qualification.
A Challenging Policy Moment—and Why Educators Matter
The episode also addressed the current uncertainty surrounding federal and state education funding. Knackstedt acknowledged the complexity and instability of the moment, noting that chaos and unpredictability make long-term planning difficult. Funding for IDEA, Medicaid, personnel preparation, and research are all areas of concern.
Particularly at risk is IDEA Part D, which supports teacher preparation, doctoral programs, parent training centers, and professional development. “If you want highly qualified special education teachers in the field, if you want parents to be able to have resources and education and training,” Tillotson emphasized, “then this funding is crucial.”
In moments like these, educator voices matter more than ever. Policymakers need real-world insight into how funding decisions affect students, families, and schools.
Everyone Is an Advocate
When asked for a key takeaway, Knackstedt was clear: everyone is an advocate.
“We are all experts in our own lived experience,” she said. Teachers, families, and individuals with disabilities bring perspectives that cannot be replicated by data alone. Advocacy is not about having the perfect policy language; it’s about sharing what is actually happening and why it matters.
CEC continues to support educators in this work through its Legislative Action Center, Policy Insider updates, webinars, and local chapters. As Tillotson reminded listeners, advocacy is not something educators have to do alone.
Rewriting the Narrative Together
This episode of Rewriting the Narrative makes one thing clear: advocacy is not separate from teaching; it is an extension of it. From the classroom to the community to the Capitol, educators play a critical role in shaping systems that better serve children and youth with disabilities.
By reframing advocacy as accessible, relational, and rooted in lived experience, Tillotson and Knackstedt invite educators to see their voices not as optional but essential.