Maithreyi Gopalan and Francesca Lopez

This blog post is based on the Evidence & Policy article, ‘Countermeasures to misinformation: lessons from the social sciences and applications to education in the United States‘, part of the Evidence & Policy Special Issue: Research (Mis)use and Mis/Disinformation in and around Education.

In today’s polarised political climate, misinformation about education has fueled book bans, educational gag orders and teacher self-censorship – developments that threaten the integrity of our public education system. From debates about critical race theory to evidence-based teaching practices, false or misleading claims spread rapidly, shaping policy decisions at school, district, state and federal levels.

Despite the urgency of this problem, there is remarkably little research on how misinformation spreads in education or how to effectively counter it. In a new study published in Evidence & Policy, we comprehensively review and synthesise evidence from about 400 studies published broadly in the social sciences between 2010 and 2024 to identify what we know (and don’t know) about fighting misinformation in the uniquely decentralised world of US public education.

Research shows that false information spreads faster and more broadly than true information online, making this work especially urgent. While scholars continue to debate how best to define and study misinformation, we adopt a broad, inclusive definition of misinformation encompassing both intentional and unintentional false or misleading information consistent with prevailing expert guidance. We use the term misinformation throughout the review to describe the full spectrum of inaccurate or distorted information, regardless of intent and are particularly focused on uncovering remedies to mitigate ‘systemic misinformation’ that operates through mis-, dis- and mal-information channels.

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Danfeng Soto-Vigil Koon, Huriya Jabbar, Kiah Combs, Mira McDavitt, Tamra J. Malone and Teresa Leyva

This blog post is based on the Evidence & Policy article, ‘Mama bears in the belly of the beast: Moms for Liberty disinformation campaigns in California’, part of the Evidence & Policy Special Issue: Research (Mis)use and Mis/Disinformation in and around Education.

Far-right extremism – often characterised by nativism, religious fundamentalism, White supremacy and misogyny – is on the rise worldwide. And education has become a key battleground. The thought of far-right extremism often conjures images of angry young men, but the attack on public education in the United States and associated democratic institutions (such as local and regional elected school boards) has actually been spearheaded by a highly coordinated mothers’ organisation, Moms for Liberty.

Showing up at state houses and school board meetings to oppose sex education, challenge accurate and inclusive teaching of history, ban books, accuse teachers of sexually grooming children and oust educational leaders, Moms for Liberty projects a loud voice intent on reshaping education. Research on their tactics and consequences is growing, but far less attention has been paid to how they build support through disinformation in progressive states like California, where Moms for Liberty leaders describe themselves as vanguards ‘in the belly of the beast’.

Our study situates Moms for Liberty within a longer history of far-right women’s movements in the United States and internationally. We examine their organisational structure, activities, core messages and long-term strategies.

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