A group of 999 teachers from various educational institutions across Bangladesh has issued a joint statement opposing provisions related to inclusive education, gender equality, and non-discrimination in the proposed Education Act 2026. In the statement published on 7 February 2026, the teachers, representing a conservative and right-wing ideological position, claimed that the draft legislation conflicted with the country’s religious, social, and moral values and called for amendments to its relevant provisions. One of their principal objections concerned the possibility that provisions promoting inclusive education could eventually create opportunities for the recognition and inclusion of homosexual, transgender, and other sexually and gender-diverse students within Bangladesh’s education system. The statement, titled “Education Law Contrary to Moral Values Must Not Be Implemented,” was circulated by Mullobodh Andolon (Values Movement), a conservative organisation advocating religious and traditional social values. The organisation’s spokesperson, Engineer Muhammad Sadat, distributed the statement to the media. The organisation also published the full statement and the list of signatories on its official website.
In their statement, the right-wing teachers opposed concepts used in the proposed Education Act, including “gender equality,” “inclusive education,” “disadvantaged students,” “underprivileged communities,” and “students with special needs.” They argued that broad interpretations of these concepts could eventually allow the development of educational policies and curricula that recognise and accommodate homosexual, transgender, and other sexually and gender-diverse students. In particular, they portrayed provisions concerning inclusive education and non-discriminatory curricula as a potential foundation for establishing what they described as a “homosexual-friendly education system.” The signatories characterised this possibility as a threat to religious and social values and demanded amendments to the relevant provisions of the draft legislation. Through this position, the right-wing teachers opposed provisions that could play an important role in ensuring the inclusion of marginalised students and those experiencing discrimination within educational institutions. However, general legal provisions promoting inclusive education are not equivalent to provisions mandating a specific curriculum concerning sexual orientation or gender identity. The potential consequences described in the statement primarily reflect the signatories’ own interpretations and ideological positions.
Two days before the joint statement was published, on 5 February 2026, Mullobodh Andolon released a separate review and set of proposed amendments concerning the draft Education Act. In a document titled “Education Act 2026: Review and Proposed Amendments,” published on the organisation’s website, the group examined several provisions of the draft legislation and presented its opposition to clauses concerning inclusive education and gender-related issues. The organisation argued that retaining these provisions could create opportunities for homosexuality and gender diversity to be incorporated into future educational curricula. It described this possibility as inconsistent with Bangladesh’s religious and moral values and proposed changes to the language, definitions, and relevant provisions of the draft law. The statement signed by 999 teachers on 7 February repeated similar arguments and demands. Consequently, opposition to the proposed law’s inclusive education provisions was not limited to individual opinions but emerged as a coordinated position among a group of right-wing teachers through the initiative of Mullobodh Andolon.
According to published reports, the 999 signatories included 52 professors, 39 associate professors, 74 assistant professors, and 161 lecturers. The remaining signatories were teachers working at educational institutions at different levels across the country. Prominent signatories included Dr. Mohammad Sorowar Hossain, Associate Professor at Independent University, Bangladesh, and Chairman of Mullobodh Andolon; Dr. Tarek Fazal, Professor at the University of Rajshahi; Dr. Md. Enayet Ullah Patwary, Professor at the University of Chittagong; Dr. Hafez ABM Hizbullah, Professor at Islamic University; Dr. Syed Md. Galib, Professor at Jashore University of Science and Technology; and Dr. Ummul Khair Fatema, Professor at Bangladesh University of Textiles. The statement, signed by teachers from universities, colleges, and other educational institutions, called for religious and social values to be prioritised in the governance of Bangladesh’s education system. At the same time, it identified the potential inclusion of sexually and gender-diverse students as a matter of objection.
In Bangladesh, transgender, Hijra, and other LGBTIQ+ students face risks of identity-based discrimination, humiliation, bullying, harassment, social exclusion, and violence within educational institutions. Many students experience insecurity about disclosing their sexual orientation or gender identity. Hostile behaviour from classmates, inadequate institutional support, a lack of safe environments that respect students’ identities, and limited mechanisms for reporting discrimination can significantly disrupt their education. For transgender and gender-diverse students in particular, ensuring a safe learning environment, protection against discrimination, and equal educational opportunities remains critically important. Provisions promoting inclusive education and non-discrimination could provide a policy foundation for protecting students who experience such marginalisation. However, the statement issued by the 999 right-wing teachers explicitly identified the potential inclusion of LGBTIQ+ students as one of the reasons for opposing these provisions.
The signatories justified their position by arguing that education is not merely a means of acquiring knowledge and skills but also an important institution for shaping the moral, social, and cultural values of future generations. According to their argument, the concepts and definitions incorporated into education legislation could influence future curricula, educational policies, and institutional practices. On this basis, they opposed the possibility of recognising diversity in sexual orientation and gender identity within the education system. However, demands to amend or restrict provisions concerning inclusive education and non-discrimination could also limit the policy mechanisms available to protect sexually and gender-diverse students. Such opposition is particularly significant in the context of students who already face discrimination, harassment, and risks of violence in educational environments. The joint statement by 999 right-wing teachers represents a documented example of organised opposition to the inclusion and recognition of LGBTIQ+ students within Bangladesh’s education system, raising concerns about efforts to restrict pathways towards safer and more inclusive educational institutions.
References
- Mullobodh Andolon — Original Statement Signed by 999 Teachers and List of Signatories.
Read the Mullobodh Andolon statement - Mullobodh Andolon — Education Act 2026: Review and Proposed Amendments, 5 February 2026.
Read the Mullobodh Andolon document - Daily Amar Desh — Education Law Contrary to Moral Values Must Not Be Implemented, 7 February 2026.
Read the Daily Amar Desh report - Khola Kagoj — 999 Teachers Issue Statement Opposing Education Law, 7 February 2026.
Read the Khola Kagoj report - Campus Bangla — 999 Teachers Express Concerns Over Draft Education Act, 7 February 2026.
Read the Campus Bangla report - Jaidin Pratidin — Statement by 999 Teachers on the Proposed Education Law.
Read the Jaidin Pratidin report
