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The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures (FSG Classics) by Anne Fadiman (2012-04-24)

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The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures (FSG Classics) by Anne Fadiman (2012-04-24) [Fadiman, Anne] on Amazon.com. *FREE* shipping on qualifying offers.

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Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions

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Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions [Jana, Tiffany, Baran, Michael] on Amazon.com. *FREE* shipping on qualifying offers. Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions

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Dr. Tiffany Jana is a nonbinary (they/them) Awareness Artist and Pleasure Activist. You can follow their intentional adventures on the YouTube docuseries "Life with Doc Jana".

Doc Jana is the founder of the TMI Portfolio of companies, a suite of interconnected diversity and inclusion focused businesses. TMI Consulting, a TMI Portfolio company, is a Certified Benefit Corporation and earned the 2016 and 2018 Best for the World Honor from the nonprofit B Lab that certifies B Corps worldwide. Tiffany Jana is the co-author of "Overcoming Bias: Building Authentic Relationships across Differences". Dr. Jana is featured in "The B Corp Handbook" by Ryan Honeyman, and co-authored the 2nd edition in 2018. Dr. Jana co-authored "Erasing Institutional Bias: How to Create Systemic Change for Organizational Inclusion" in 2017 and "Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions" in 2020. She spoke on the TEDx stage on the Power of Privilege. Tiffany was named a Top 100 Leadership Speaker for 2018 by Inc.com. They earned the 2017 Enterprising Women of the Year Award from Enterprising Women Magazine.

Dr. Jana won the Style Weekly Top 40 Under 40 Award, Diversity Journal's Women Worth Watching Award, and Entrepreneur of the Year. They are an international public speaker having provided the keynote address for the Hong Kong Social Enterprise Summit, sessions at the Bilbao Urban Innovation Leadership Dialogues in Spain, and the Dialogues for Change in several German cities including Berlin, Leipzig, Ludwigsburg, and Bottrop. Dr. Jana speaks Spanish and German and has worked, lived, and traveled on six continents.

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Overcoming Bias: Building Authentic Relationships across Differences

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Overcoming Bias: Building Authentic Relationships across Differences

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what if i say the wrong thing?: 25 habits for culturally effective people

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diversity in the workplace;united states.

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diversity in the workplace - united states

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diversity in the workplace;united states.

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law firms - united states - personnel management

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social science: discrimination & race relations

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social science: discrimination & race relations

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What If I Say the Wrong Thing?: 25 Habits for Culturally Effective People

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What If I Say the Wrong Thing?: 25 Habits for Culturally Effective People [Myers, Verna A.] on Amazon.com. *FREE* shipping on qualifying offers. What If I Say the Wrong Thing?: 25 Habits for Culturally Effective People

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Multicultural Education A Light in a Troubled World
A global pandemic, social distancing, inequitable vaccine availability, a threat to democracy by domestic insurrection, public school funding for special education and other equity-focused programs in jeopardy, teaching and learning via zoom and other virtual platforms leaving many of us feeling alone and isolated.... The world is indeed troubled. Multicultural education is a beacon of light and hope for students, educators, families and communities alike through its commitment to social justice and culturally inclusive and unifying practices that pave the path to a brighter and more just future.
As we move toward living in places of peace and justice, NAME and our friends and allies encourage conversations about possible ways to address the inequities and systems that stand in the way of progress. NAME and our 2021 Conference Committee invite change agents in education and beyond to submit proposals for presentations to be included in our 31st annual conference. We encourage you to contribute to the conversation. The call for proposals will remain open until April 15, at 11:59pm ET.
https://www.viethconsulting.com/members/proposals/propselect.php?orgcode=NAME&prid=941841
Questions: Conference@NAMEorg.org

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National Association of Multicultural Education

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Multicultural Education A Light in a Troubled World A global pandemic, social distancing, inequitable vaccine availability, a threat to democracy by domestic insurrection, public school funding for special education and other equity-focused programs in jeopardy, teaching and learning via zoom and other virtual platforms leaving many of us feeling alone and isolated....

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New Professional Learning Courses

A PD series from NIEA and the University of Phoenix building knowledge of Native education, education sovereignty, and best practices for educators and leaders.
Learn More

It Begins With Us

Addressing the US Education Crisis Click Here to Join the Campaign

2023 Community Talk Series Online

2022 NIEA Legislative Review

The National Indian Education Association (NIEA) was formed by Native educators in 1969 to encourage a national discourse on Native education. For 51 years, NIEA has hosted an annual convention to provide a forum for collaboration.

NIEA adheres to the organization's founding principles:

+ to bring Native educators together to explore ways to improve schools and the education of Native children;

+ to promote the maintenance and continued development of Native languages and cultures;

+ and to develop and implement strategies for influencing local, state, and federal policy and policymakers.
Learn More

NIEA works with partner organizations who work to further our mission. From other education organizations, coalition members, or Native organizations, we hope to provide Native students and educators with the information needed to be successful.

Partnerships are foraged through monetary, resource-sharing, and information based relationships. While NIEA may be a partner organization, we do not necessarily support all initiatives a partner supports. If you would like additional information on how we work with our partners, please contact NIEA@NIEA.org.
Learn More

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A PD series from NIEA and the University of Phoenix building knowledge of Native education, education sovereignty, and best practices for educators and leaders. Learn More Addressing the US Education Crisis Click Here to Join the Campaign 2023 Community Talk Series Online 2022 NIEA Legislative Review

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Culturally Responsive Data Literacy - NCSI Resource Library

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"Are you teaching our children critical race theory?" "Are you indoctrinating our children?"

School and school system leaders are increasingly getting these questions from parents and politicians as schools take on the necessary reimagining of their curriculum to include more voices and perspectives. Leaders are getting these questions as they listen more closely to their students about what is and is not supporting their learning and make student-need a more central part of their schools, and as they create space in classrooms for students to analyze history and current events and think critically about the world around them.

As schools work to become more culturally responsive, the term "critical race theory" is becoming a battle cry against change, a reaction to any use of the words "race" or "equity" in school policies and practices. We see it in petitions parents have sent to their school boards. We see it in state legislation - at least eight states are considering bills that would ban teaching "critical race theory." They at times defy logic: A bill in Texas calling for limiting classroom discussion of current events has been found to contradict state learning standards.

At the heart of these cries about critical race theory and indoctrination, we see fear and misunderstanding. Critical race theory, at its core, is about acknowledging the existence and impact of race and racism in our communities and society. It is about valuing multiple points of view and life experiences, which are essential for helping students learn to think critically about and participate in our global and diverse world. It is central to culturally responsive leadership, which research and our experience supporting thousands of leaders across the country has shown is critical for disrupting inequities in our schools. Equity and culturally responsive policies and teaching practices are about making sure students of every race, ethnicity, language, and other characteristics of their identity, feel valued and respected and have what they need to achieve academic, social, and emotional success. It is simply about humanity. That is what legislation like this in Virginia and this in Arizona, this initiative in New York State, and these priorities proposed by the U.S. Department of Education are trying to achieve.

Here we offer some strategies we have found to be effective for school and system leaders to respond to this kind of pushback to their efforts to create more equitable, inclusive, culturally responsive schools.

Take time to listen
A way into these conversations can be to ask the parent or community member what they mean by terms such as "critical race theory." Ask what their exact concerns are about what is happening in schools and classrooms. What are their children's concerns and experiences?

Consider what critical race theory means to legislators in Idaho, where the governor recently signed a bill that states:
No public institution of higher education, school district, or public school, including a public charter school, shall direct or otherwise compel students to personally affirm, adopt, or adhere to any of the following tenets:

1. That any sex, race, ethnicity, religion, color, or national origin is inherently superior or inferior;

2. That individuals should be adversely treated on the basis of their sex, race, ethnicity, religion, color, or national origin; or

3. That individuals, by virtue of sex, race, ethnicity, religion, color, or national origin, are inherently responsible for actions committed in the past by other members of the same sex, race, ethnicity, religion, color, or national origin.

Effective culturally responsive education does none of these things. In fact, culturally responsive education was developed so that the adults can provide spaces and places for students to be seen, appreciated, celebrated and affirmed for who they are. Breaking down what is meant and feared might create an opening for finding some common ground and sharing what is actually happening in schools. Listening to and understanding perspectives that are different from your own are essential for better communicating with all community members.

Reframe the conversation
The journey to becoming a culturally responsive school and district cannot be a separate initiative or the responsibility of one person like the chief equity officer. Cultural responsiveness needs to be foundational in every strategic plan and every initiative. To ensure every single student leaves the day, year and your system emotionally, socially and academically successful, cultural responsiveness should be a part of every day and every lesson.

Know your why
It is critical for you and your team to deeply understand why you are embarking on your journey to cultural responsiveness. Advancing this approach is not just about head and hands. It is about heart. Shifting practice requires leaders to look within and examine why you as a leader are called to educational equity.

You can begin by examining multiple pieces of data - what do they tell you about the journey that you, your school and your district need to take? Are you seeing inequities in which students have access to challenging and engaging learning experiences? Have you issued surveys and convened focus groups to all stakeholders, and what have those conversations revealed about the experiences young people, families, and staff are having in your schools? Has the feedback you have received from students, families or teachers pointed to long-held practices or policies from another time that need to be revised to meet the needs of students currently sitting in your classrooms and their families?

For us, as a national organization, part of our why connects back to the founding of public education in the U.S. Our nation's schools were created a few hundred years ago to serve a particular segment of communities - white boys. Certain structures and policies from those times remain, but our school communities have changed dramatically. That's why we partner with school systems across the county to identify where policies and practices are no longer serving all students and to develop the leadership skills to intentionally design systems to meet the needs of every child.

Create every opportunity to communicate your why
Your ability to advance and sustain your journey to cultural responsiveness depends heavily on how well you communicate why this approach is needed. As you map out your community's journey, develop a communications plan that clearly articulates how this is work grounded in the needs and desires of students, families, and staff. Share these stories often, use them in conversation and to frame your communications through email, newsletters, and on your website. Show that this journey is wanted by many in your community, that this is not the agenda of one but the desire of many.

Share the data you have collected that has informed your why. Are there inequities in which students have access to challenging and engaging learning experiences? Share that data. Have stakeholder surveys and focus group conversations revealed that some students and families feel less than valued and respected in their schools? Share that data. Has feedback from students, families or teachers pointed to long-held practices or policies from another time that need to be revised to meet the needs of students currently sitting in your classrooms and their families? Share that data.

Embrace your coalition
For policies and practices to be equitable and sustainable and have impact across a school or school system, you need to build strong partnerships. There will always be naysayers and they may be loud, but you will also find those who are already on the culturally responsive journey in classrooms and in the community. . Engage families, students, teachers, staff in shaping the policies and plans so that those policies truly reflect the desires and needs of the community. In this process, you will also gain allies in communicating the importance of this journey If they feel they were heard and see their ideas in the plans and policies, they will feel a vested interest in speaking about its importance.

Take care of yourself and each other
Everyone is on their never-ending personal journey to racial consciousness. There is no expert status to be reached. The racial healing process is an intentional one that takes dedicated time on your own as well as in community with others. It is critical to support each other in your learning and your efforts. No one can sustain cultural responsiveness alone.

A culturally responsive education leader

recognizes the impact of institutionalized racism on their own lives, and

recognizes the impact of institutionalized racism the lives of the students and families they work with, and

embraces their role in mitigating, disrupting, and dismantling systemic oppression.

In the face of fear and misunderstanding, remain steadfast and committed to your own why and that of your community. Today's young people, and those of future generations, will thank you.

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Getting questions about critical race theory? Advocate for culturally responsive learning - The Leadership Academy

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"Are you teaching our children critical race theory?" "Are you indoctrinating our children?" School and school system leaders are increasingly getting these questions from parents and politicians as schools take on the necessary reimagining of their curriculum to include more voices and perspectives.

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Engaging Young People About Our Current Climate

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Engaging Young People About Our Current Climate

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Coping During COVID-19: How to Support LGBTQ+ Youth

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Coping During COVID-19: How to Support LGBTQ+ Youth

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National Association of School Psychologists (NASP)

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We are living in unprecedented times. Schools across the country are closed with indefinite return times and, at the time of writing, most states have "stay-at-home" orders in place or strongly recommended. Families are increasingly strained by economic pressures there are increased concerns for physical health and people are socially isolated from friends, extended families, and support systems. LGBTQ+ youth are especially vulnerable to the effects of social distancing because many of them rely on school staff and friends for validation and affirmation. Schools often provide a needed inclusive sanctuary where they can be their authentic selves.

This document provides resources so that school staff can continue to inspire, empower, and promote protective factors for already resilient LGBTQ+ outh. Coping skills are necessary for everyone when things are stressful in everyday life. They are not a substitute for counseling, therapy, or medication, but can be used alongside treatments . Isolation can be that much more damaging for LGBTQ+ youth who are surviving in unsupportive homes and unable to be their authentic selves. Together, with the support of the caring adults they depend on, youth can feel less alone.

ROLE OF SCHOOL PSYCHOLOGISTS AND SCHOOL STAFF

School psychologists and other staff can continue to provide the needed validation and affirmation LGBTQ+ young people need even virtually. Knowing you continue to be seen and heard can save lives.

When overwhelmed, young people in particular can forget learned coping skills. Without expected and predictable school schedules, kids and teens may feel even more overwhelmed. As adults, it's our job to remind them of existing capabilities and capacities. The NASP website has numerous resources on coping during periods of trauma. Below are some questions to consider when assessing how students are coping:

Are they keeping a daily sleep/wake schedule?

Are they using phone apps for meditation, calming, and stress release such as Calm, ACT Companion, Headspace, and

Are they listening to music?

Are they engaging in the recommended 1 hour of physical activity each day? Go Noodle and Nike Training Club are free websites and apps which help keep you active and exercising.

Have they cut off friends via social media or text?

Do they have a trusted adult they can reach out to? Is a trusted adult checking in on them?

Are they taking care of themselves?

If youth aren't able to effectively use coping skills to deescalate and refrain from self-harm, emergency services may be needed.

We are fortunate to live in a time in w hich we can connect virtually. Virtual resources can be a source of support especially for closeted youth. There are organizations that assist parents in supporting LGBTQ youth and, alternatively, organizations which can temporarily provide 'parental' affirmation when such is lacking.

Ally parents are parents of trans* youth across the country who volunteer their time to support young people who may lack or not yet have parental support. Youth can text or call ally parents by location across the country.

Sometimes the best support is the love of one's own family. PFLAG helps family members come to understand and accept one's gender identity and/or sexuality.

Free and confidential peer support and local resources.

CHAT ROOMS SUPPORTING LGBTQ+ YOUTH

Sometimes the best support is the ability to talk to others who understand and don't question one's identity and/or orientation. We know from crisis intervention research that reconnecting with peers is essential.

Please cite this document as:

National Association of School Psychologists. (2020). Coping During COVID : How to Support LGBTQ+ Youth [handout]. Author.

Please visit the NASP COVID-19 Response Center at www.nasponline.org for additional resources. Contributors: Greenspan, NASP LGBTQI2-S Committee.

, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

Communiqué Handout: November 2008, Volume 37, Number 3

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Coping During COVID-19: How to Support LGBTQ+ Youth

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We are living in unprecedented times. Schools across the country are closed with indefinite return times and, at the time of writing, most states have "stay-at-home" orders in place or strongly recommended.

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 National Center for Students With Disabilities 

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 National Center for Students With Disabilities 

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National Center for Learning Disabilities

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The National Center for Learning Disabilities is excited to announce the opening of its 2024 Anne Ford and Allegra Ford Thomas scholars. Both scholarships are for students with specific learning disabilities, such as dyslexia, dyscalculia, dysgraphia, etc. However, students with both a learning disability and attention deficit hyperactivity disorder (ADHD)...

The National Center for Learning Disabilities is excited to announce the opening of its 2024...

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National Center for Learning Disabilities

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Working to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues.

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Encircle | An LGBTQ+ Youth & Family Resource

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We're Building 8 New Homes in Four States

With the goal of raising $8 million, Apple, Qualtrics founder and Utah Jazz owners Ryan and Ashley Smith, and lead singer of Imagine Dragons Dan Reynolds and his wife, recording artist Aja Volkman have all partnered together to give a total of $4 million.

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Encircle | An LGBTQ+ Youth & Family Resource

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With the goal of raising $8 million, Apple, Qualtrics founder and Utah Jazz owners Ryan and Ashley Smith, and lead singer of Imagine Dragons Dan Reynolds and his wife, recording artist Aja Volkman have all partnered together to give a total of $4 million.

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Juneteenth, celebrated June 19, marks the day enslaved Texans learned they were free in June of 1865. While the history of the holiday includes the injustice of enslavement, Juneteenth should also be understood in the context of Black people’s fight for justice and freedom. As Staff Writer Coshandra…

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Strengthening Adult SEL & Cultural Competence

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Strengthening Adult SEL & Cultural Competence

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Why is it important to strengthen adult social, emotional, and cultural competence?

Implementing SEL districtwide requires adults throughout central office, schools, partner organizations, communities, and homes to work collaboratively and effectively to infuse SEL into students' educational experiences. Through the Collaborating Districts Initiative (CDI), CASEL has learned that districts are more effective at this when they also cultivate SEL and cultural competencies in adults.

Studies have found that adults who can recognize, understand, label, express, and regulate their own emotions:

Are less likely to report burnout (Brackett et al., 2010) and have higher levels of relational trust with their peers at work (Bryk & Schneider, 2002), which lays a foundation for productive collaboration.

Demonstrate higher levels patience and empathy, encourage healthy communication, and create safe learning environments (Brackett et al., 2008).

More effectively teach and model social-emotional competence for their students (Brackett et al., 2008).

Build and maintain stronger relationships with their students (Jennings & Greenberg, 2009), which leads to improved classroom management (Durlak et al., 2011) and fewer discipline problems (Marzano & Marzano, 2003).

Positively contribute to the school's overall climate (DiPaola & Tschannen-Moran, 2001).

Cultural competence is critical to creating supportive learning environments that promote all students' social and emotional learning. When adults engage effectively in culturally competent practices, it helps students feel respected, valued, and part of the school community. Culturally competent staff practices also help provide an educational experience that students see as relevant to their lives and promote academic motivation ( Bui & Fagan, 2013), increased interest in the content they're learning ( Martell, 2013), and increased confidence in classroom discussions and test-taking ( Hubert, 2014)

Additionally, systemic SEL implementation relies on partnerships between districts, schools, families, and communities. Cultural competence helps adults forge meaningful partnerships when they understand and appreciate diverse cultures, lived experiences, and values.

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Strengthen Adult Social, Emotional and Cultural Competence - CASEL District Resource Guide

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Implementing SEL districtwide requires adults throughout central office, schools, partner organizations, communities, and homes to work collaboratively and effectively to infuse SEL into students' educational experiences. Through the Collaborating Districts Initiative (CDI), CASEL has learned that districts are more effective at this when they also cultivate SEL and cultural competencies in adults.

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Equality Utah is the state's premier LGBTQ civil rights and advocacy organization, changing hearts and minds daily. Join the work today, as we work for equality across the state.

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Dear Educator Letter: Discrimination Against Asian American and Pacific Islander Students Notice of Language Assistance  - Department of Education

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Dear Educator Letter: Discrimination Against Asian American and Pacific Islander Students Notice of Language Assistance  - Department of Education

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Teaching About Controversial Issues: A Resource Guide - Choices Program

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This resource guide provides teachers with resources and pedagogical tools to feel more prepared to address controversial issues in the classroom.

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* See student progress in real time * Generate IEP reports automatically
Take a moment to review the various e-Publications, professional development and special education resources.

NASET is proud to offer its' members free access to one of the most extensive and comprehensive sources of Professional Development courses available today. With over 100 courses ranging from 1 to 3 hours each, NASET provides it's members the opportunity for over 100 hours of professional development included with your membership in NASET.

Professional Development Courses (101 courses) - Free with Membership!

Board Certification in Special Education establishes a much needed standard for professionals, across disciplines, who work with exceptional children.

NASET provides the multiple areas with valuable information about IEPs. From a ePublication IEP Components to mutlple articles resources, forms, NASET has a wealth of information for the special education professional.

The online Special Educator e-Journal is published monthly throughout the year and provides timely information on what's current in special education.

This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. All documents are available to view online or download as a PDF file for offline printing.

NASET's Week in Review is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

NASET News Alerts provide the latest special education news as it happens. News Alerts are emailed, posted and through RSS feeds.

This series provides NASET members with an in-depth look at the step-by-step process of assessing students for eligibility and educational placement in special education.

This series is devoted to lesser known disorders that you may encounter in special education. While not as prevalent as other disorders experienced by most special education teachers, you should be aware of these disorders in order to become more knowledgeable, and increase your ability to assist patents of children with these disorders if they should appear in your classroom or school. Each month we will present a list of 3 disorders that appear in the special education population. Some of these disorders may contain subtypes which will also be presented.

The NASET LD Report is an education resource that provides NASET members with a comprehensive overview of learning disabilities. The NASET LD Report covers many areas of study in the field of LD.

The Practical Teacher is a monthly education resource that provides NASET members with practical tools, strategies, and relevant information that they can use both in and outside of the classroom.

Parent Teacher Conference Handouts can be given at the end of parent teacher conferences to reinforce concepts and help parents better understand information discussed at the conference. New additions are added monthly.

The NASET RTI Roundtable is an educational resource that provides members with the latest information on RTI.

The NASET Autism Spectrum Disorder Series is an education resource that focused on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies.

NASET's Behavior Management Series is a unique guide for all teachers in helping to understand what their student's behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom.

The Classroom Management Series provide teachers with practical guidelines covering a variety of topics and supportive information which may help improve their classroom.

A Journal of Research Based Articles in Special Education are provided courtesy of The Journal of the American Academy of Special Education Professionals (). Each issue contains articles that are derived from multiple authors and are based upon the latest research in our profession.

This series is devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students.

At NASET, we get many questions from our members about certain areas of interest. The NASET Q & A Corner provides all members with the opportunities to have access to these questions, and more importantly, answers to them from professionals in the field.

This series is intended to provide teachers, related service personnel, administrators, and other individuals charged with assisting in the development of the paraprofessional workforce with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all students.

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National Association of Special Education Teachers: Teachers Teaching Exceptional Children

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See student progress in real time * Generate IEP reports automatically Take a moment to review the various e-Publications, professional development and special education resources. NASET is proud to offer its' members free access to one of the most extensive and comprehensive sources of Professional Development courses available today.

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Utah Laws Recognizing Constitutional Freedoms In Schools

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Utah Laws Recognizing Constitutional Freedoms In Schools

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Impact of Racism on Child & Adolescent Health 

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Impact of Racism on Child & Adolescent Health 

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Vol. 78

No. 6

Abstract

Opposing SEL Mindsets

In Need of Collective Healing

An Antiracist Approach to SEL

Freedom-Dreaming for an Antiracist Future

Done poorly, SEL faces the risk of becoming "white supremacy with a hug."

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Credit: Neil Webb / IKON IMAGES

Abstract

Opposing SEL Mindsets

In Need of Collective Healing

An Antiracist Approach to SEL

Freedom-Dreaming for an Antiracist Future

As a college student in Vermont more than 15 years ago, I took a child development course as one of the requirements of the teacher education program. In that class, my peers and I learned about the stages of childhood development as well as the social, emotional, and academic supports necessary for students to thrive.

I remember what happened one day, in particular. My best friend, Alicia Hernández, a Honduran woman, and I rushed into class just in time after running from another campus building a mile away. We took front-row seats next to each other so that we would not disrupt our classmates with our almost-late arrival. As was customary, our instructor, a white woman, took attendance before her lecture.

Since Alicia's last name begins with an H, the instructor called her name before mine.

"Alicia Hernández," the instructor read, anglicizing the pronunciation of my friend's name.

Busy rustling through her bookbag for a notebook and pen, Alicia did not hear her name, leaving our instructor to scan the room looking for an Alicia Hernández. When the instructor's gaze landed in our direction, she looked at both of us, and without skipping a beat, said, "One of you two."

With a roomful of white classmates, she assumed that one of us had to be the obvious owner of the Central American surname.

Our instructor called the next name after Alicia's and proceeded as if she had not just insulted us, as if she had not just reduced us to a blob of one-of-you-two.

I could not concentrate for the rest of the period. My heart raced. My body grew tense. My mind filled with questions: How come she didn't make an effort to learn our names after four weeks of taking attendance? Why did she think it was acceptable to diminish our individuality? When will these public assaults, these public erasures, stop?

With her actions, our instructor communicated to us and our classmates that, like her, they did not need to learn our names. They did not need to get to know us. They did not need to regard us as more than one of the two girls of color in a sea of whiteness.

Opposing SEL Mindsets

While my instructor taught us the importance of social-emotional learning (SEL) in child development, she was not culturally competent. She illustrated how an educator could be well-versed in textbook SEL practices and still inflict harm on students. Simply put, to be effective equity-centered educators, we cannot be emotionally intelligent without being culturally responsive (Simmons, 2019a).

That college experience, along with many others from my schooling and work life, exemplifies why SEL faces the risk of becoming white supremacy with a hug if we do not apply an anti-oppressive, antiracist lens (Madda, 2019; Simmons, 2019b).

Through my work with school districts nationally, I have learned that some educators share distinct reasons for implementing SEL depending on who their students are. In mostly Black, indigenous, and people of color (BIPOC) school districts, SEL is often about compliance and control. SEL then becomes another way to penalize and police BIPOC youth for their non-whiteness and to justify their supposed inferiority for lacking "these necessary skills" (Kaler-Jones, 2020; Simmons, 2019c). What is even more perverse is the implicit belief that SEL skills are exactly what BIPOC students need to function in underresourced classrooms and to smile through the pain of racism. On the other hand, for white, privileged students, SEL is about supporting college and career readiness. These opposing mindsets lead to different practices and outcomes, which ultimately perpetuate a racial hierarchy that positions white students on top.

As we confront our country's sin of racism, we must acknowledge that our nation's schooling has always been an education in whiteness (Brooks & Theoharis, 2018), which manifests as textbooks lauding white heroes, excuses about too few "qualified" BIPOC teacher candidates, dress codes that criminalize Black hair, productivity over people, and well-meaning educators who correct Black diction but claim color-blindness. In this context, any curriculum, policy, or practice in our nation's schools that is not deliberately and actively combating racism, bias, and oppression can easily be used as a weapon to put BIPOC students in their place.

Relatedly, the overwhelming number of articles that cite SEL as critical to employability (Committee for Children, 2016) also puts white hegemony on display. It seems we cannot talk about SEL without talking about what we deem, in a narrow sense, as employable and professional. For me, that has always meant talking white, dressing white, and acting white-unspoken rules I have learned on my educational and professional journeys. If we laud SEL for how it supports youth with career, business, and economic success, we must also reckon with our blind obsession with capitalism and its relationship with the white supremacy upon which it was built. We can still prepare students for future success without diminishing their identities, without sending them the message that there is only one way to be successful. We have to begin to open our minds to the possibility of genius outside of whiteness.

SEL that fails to address our sociopolitical reality and combat racial and social injustice will not prepare our young people for the world they will inherit-one fraught with hate, misunderstanding, and bigotry. SEL alone will not keep politicians from making laws that disenfranchise BIPOC communities. SEL alone will not keep educators from suspending BIPOC children at disproportionate rates. SEL alone will not keep teachers from having low expectations for BIPOC students. SEL alone will not prevent cops from killing BIPOC people. If SEL alone were the magic bullet, perhaps George Floyd, Breonna Taylor, and Walter Wallace Jr. would still be alive today. We need more for our collective healing.

Is SEL, alone, enough to provide this? Absolutely not.

In Need of Collective Healing

Over the past year, there has been much talk about the importance of SEL in schools as a necessary response to our pandemic reality. There has been an influx of stand-alone courses about managing stress and anxiety, pushes for educators to focus on self-care, and free student resources offering mindfulness strategies for the uncertainty. As a long-time proponent of SEL, I could not be happier.

However, as we embrace this new urgency, we must address not only the trauma of COVID-19 but also that of racism. Pushing for "neutral" SEL only aims to protect white comfort. That is, courses that teach educators how to manage stress and anxiety without speaking to the stress and anxiety stemming from racism disregard the experiences of BIPOC people and contribute to the trauma of erasure. Likewise, pushing for teacher self-care without also advocating for school systems to value teacher health and well-being puts the onus on educators, making collective care nearly impossible. And asking students to practice deep-breathing in response to systemic oppression is simply offensive.

Collective healing starts with committing to eradicating our country's wound of racism and not looking away, sanitizing history, or advocating for neutrality. It means taking a stand against the injustices we witness in our districts, schools, and classrooms, whether that happens through community organizing, peaceful protest, or speaking up in-the-moment. It means creating space for processing the collective traumas of the pandemic, racism, and other forms of oppression in our school communities. It means abolishing white supremacy culture from our schools to prevent the constant spirit-murdering of BIPOC students, educators, and families. It means implementing culturally and contextually responsive practices. It means prioritizing care through partnering with community therapeutic providers and building healing-centered practices into the fabric of schooling. It means ensuring equity, justice, and humanity in our teaching and learning. And it means loving and honoring BIPOC members in our school communities, not just saying we do.

An Antiracist Approach to SEL

Last June, while in quarantine, I became the victim of a hate crime. Shattered, I had no choice but to focus on my healing. I reflected on what was important to me, what inspired me, and what made my spirit feel most whole. In the process, I rediscovered my voice, the one that had been tone-policed, silenced, and punished for the past six years because it was, as I was told, "too strong" and "too powerful."

As part of my healing journey, I left my job, in the middle of a pandemic. I needed my voice to ring louder than other people's doubts, slights, and limitations. I left so that I could save myself, so that I could dream. And I left so that I could invest my time into changing the very system that failed me and is failing so many others.

For me, that has led to the development of LiberatED , a new program that takes an anti-racist approach to SEL and healing. Instead of assuming what people need, the LiberatED team and I are connecting with school communities through a listening tour to collect stories, needs, and ideas about healing, SEL, racial justice, and abolitionism. From what we learn from educators, families, and students during the listening tour, we will create resources, curricula, and training. In this way, LiberatED will become a community-generated, student-centered approach to SEL, racial justice, and healing. In our preliminary conversations with school leaders, we have learned that educators have great interest in implementing SEL and diversity, equity, and belonging (DEB) practices in their districts. However, many do not know where to begin or how, especially as it relates to racial justice. Above all, schools want to do well by their students, but I remain steadfast in my belief that good intentions are not enough. While the interest in SEL and DEB work is heartening, interest does not always result in action. We need to start our racial justice journeys now.

To this end, I invite educators to start a practice of reflecting on their identity, positionality, power, and privilege. Had my college instructor understood the damaging effects of her white-centered perspective, perhaps she would have called Alicia's name again and waited for a response. Perhaps she would have admitted to the class that she was still learning names. Perhaps she would not have left Alicia and me scarred with her nonchalant erasure. Bound to white supremacy's need for urgency and productivity (Western States Center, 2003), my instructor breezed through attendance in her desire to be efficient. However, there is a tension between equity and efficiency. Equity takes more time. Efficiency saves time, but at what cost?

Additionally, schools could collect data and devise action plans from their own listening tours about what belonging means for their school communities, especially since many of us are physically apart this school year. In the process of transforming how we teach for our new virtual and hybrid settings to build connectedness and engage students, we could check in with our students through surveys and one-on-one conversations to ensure we are meeting their needs.

Though we are already exhausted and overwhelmed with so many pressures related to the pandemic, we still must find the time to take inventory of our curricula, pedagogy, and policies to ensure they prioritize student safety and belonging. That is, affirming our BIPOC educators, students, and families must be a part of every pandemic-safety plan. This moment calls for developing partnerships with community organizations to support children and adults with healing, SEL, mental health resources, food security, and basic needs.

Freedom-Dreaming for an Antiracist Future

So much time has passed since that college experience. Yet I still shudder at the memory of my instructor's reduction of my individuality. Too many others have a collection of similar reductions, similar scars, from well-meaning educators, whose unchecked privilege and a lack of cultural competence harmed them. The field of SEL cannot similarly fall victim to this pattern. We cannot rely solely on good intentions, on how we teach empathy, without being self and socially aware enough to interrogate how such a kind field could perpetuate white supremacy culture.

Ultimately, my hope is that, through projects like LiberatED and through schools committing to racial justice and collective healing, we can begin to dismantle structural, institutional, and individual practices that harm young people, that inhibit their optimal social, emotional, and academic development. Educators and students deserve to express themselves freely without fear, to be treated with respect and valued, to feel safe, and to go to schools that challenge bias, discrimination, and oppression.

As I've written before, the pandemic is our equity check, our opportunity to do and be better. LiberatED is one part of my effort to be and do better, part of my freedom-dream for a future where we are liberated from the burden of hate and oppression, where we are all free to live and learn in the comfort of our own skin.

References

Brooks, J. S., & Theoharis, G. (Eds.). (2018). Whiteucation: Privilege, power, and prejudice in school and society. New York: Routledge.

Committee for Children. (2016). Why social and emotional learning and employability skills should be prioritized in education. Seattle, WA.

Kaler-Jones, C. (2020, May 7). When SEL is used as another form of policing. Communities for Just Schools Fund.

Madda, M. J. (2019, May 15). Dena Simmons: Without context, social-emotional learning can backfire. EdSurge.

Simmons, D. (2019a). You can't be emotionally intelligent without being culturally responsive: Why family and consumer sciences must employ both to meet the needs of our nation. Journal of Family & Consumer Sciences, 11(2).

Simmons, D. (2019c, October 4). A call to action for SEL's next 25 years [Conference presentation]. 2019 SEL Exchange, Chicago, IL.

Western States Center. (2003). Dismantling racism: A resource book for social change groups. Portland, OR.

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Done poorly, SEL faces the risk of becoming "white supremacy with a hug."

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Welcome to the Museum of disABILITY History's Educational Resources. Here you will find various resources for your classroom including lesson plans, glossaries, activities, and educational information. Please be advised that we strongly recommend that teachers review the website prior to student and classroom use. This is due to the nature and sensitivity of some information found on the site. Teachers are the best judge of what material and information is appropriate for their students.

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Welcome to the Museum of disABILITY History's Educational Resources. Here you will find various resources for your classroom including lesson plans, glossaries, activities, and educational information. Please be advised that we strongly recommend that teachers review the website prior to student and classroom use.

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However, schools can develop solutions to better retain these teachers by confronting systemic issues related to why they leave. Bristol's latest research unlocks effective strategies schools can apply to keep Black and Latinx teachers engaged in their practice and committed to K-12 teaching. The former New York City educator explains that retaining and supporting educators of color can disrupt notions of white supremacy and foster inclusivity. "Now, more than ever, we need people of color standing in front of our children in our classrooms," he says, and what's really at stake is creating a supportive environment for teachers and students alike.

A school staffed for success

Bristol says there are different levers to engage in order to retain Black and Latinx educators. One of those levers is teacher preparation programs. Teachers of color in predominantly white teacher certification programs often struggle with feeling like their identity is not reflected in their coursework with curriculums that overlook their experiences and privilege the preparation of white middle-class educators. These conditions often prevent teachers of color from showing up as their full selves, and make them more likely to grow weary or disengaged with K-12 teaching.

Another element of teacher prep programs relates to how they perceive students of color. Students are better supported when teacher prep programs prepare all teachers to engage with Black and Latinx learners by actively challenging deficit perspectives about students of color. Too often, educators are reluctant and even fearful when it comes to talking about race. However, developing school-wide racial and cultural literacy through professional development opportunities can equip them with some level of competency. Even among teacher-to-teacher relationships, a discomfort with race often leads to "typecasting" teachers of color as solely responsible for caring for, disciplining or supporting students of color and creating a disproportionate burden that also contributes to leaving the profession.

And the pandemic has only exacerbated the pressures teachers of color are experiencing because Black and Latinx people have been harmed by coronavirus at higher rates than other groups. "The burden is both the weight of experiencing this virus in ways that their white colleagues may not, then also having to worry about that for their own students," Bristol says.

It has become increasingly important that when Black and Latinx teachers choose to teach in lower performing schools, which usually serve predominantly Black and Latinx children, school leaders need to make sure there are additional investments in services such as social workers, counselors and school nurses to support teachers and keep them from burning out. Additionally, there needs to be a feedback mechanism to keep administrators informed about any necessary changes they may need to make to positively shape school working conditions.

While many schools are rushing to reopen, Bristol advises that districts must make sure to attend to the mental and emotional supports that all teachers - especially teachers of color - need in order to teach. That includes taking time before school reopens to provide professional learning opportunities that prepare teachers to help students make sense of the pandemic. "Before we bring children back, we have to bring teachers back," he says.

Thought partnership and affinity groups

Teaching has never been an easy or straightforward profession. With the added nuance of being a teacher of color who is already underrepresented in the profession, it's no surprise that having a support network can provide serious relief. Even though each classroom poses dynamically different challenges, gathering with a workplace affinity group where members share a key identity offers community and comfort. Within the intimate confines of an affinity group, educators can address challenges, engage in honest dialogue and cultivate critical thought-partnership with colleagues and trained facilitators.

Bristol also says affinity groups should be part of professional development requirements and participants should be compensated for attending. "Too often, we place extra responsibilities on people of color, and this can't be something extra."

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Strategies for Retaining Teachers of Color and Making Schools More Equitable - MindShift

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The majority of K-12 students in the U.S. are people of color but the teaching profession is about 20 percent. UC Berkeley professor Travis Bristol has research into how teachers of color benefit all students and the work schools must do to retain them.

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Structural Racism & Discrimination: Impact on Minority Health and Health Disparities 

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Structural Racism & Discrimination: Impact on Minority Health and Health Disparities 

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Table of Contents, Editorial Board and Masthead

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Ethnicity & Disease is an international journal that exclusively publishes information on the causal relationships in the etiology of common illnesses through the study of ethnic patterns of disease.

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We remain dedicated to fostering respectful and inclusive schools and communities for people of all abilities. Working remotely, our staff is staying very busy adapting our disability awareness program for an online learning environment. We invite you to explore our At-Home Learning resources that inform children about a range of disabilities and chronic medical conditions and teach respect and inclusion. As always, please contact us at any time with your feedback, questions and comments at:
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We remain dedicated to fostering respectful and inclusive schools and communities for people of all abilities. Working remotely, our staff is staying very busy adapting our disability awareness program for an online learning environment. We invite you to explore our At-Home Learning resources that inform children about a range of disabilities and chronic medical conditions and teach respect and inclusion.

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Supporting Asian, Asian American, and Pacific Islander Students and Families: Tips for Educators in K–12 Settings

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Supporting Asian, Asian American, and Pacific Islander Students and Families: Tips for Educators in K–12 Settings

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National Association of School Psychologists (NASP)

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As a result of the current rise in racism and violence targeting Asian, Asian American, and Pacific Islander (AAAPI) communities in the United States, many students and families are experiencing fear, confusion, stress, and trauma. Although schools should serve as welcoming and affirming places for all students, recent reports have noted that many AAAPI students are experiencing bullying and anti-Asian discrimination in their schools both in person and during virtual learning (Jeung et al., 2021). Even more concerning are reports that adults are not consistently intervening when incidents are observed in school settings (Stop AAPI Hate, 2020a, 2020b). We must work to create safe and supportive learning environments for all students and support AAAPI students and families. The following tips and related resources can help educators meet the unique needs of AAAPI students and their families in K-12 settings.

Engage in Ongoing Self-Reflection, Learning and Commitment to Action

When incorporating social justice initiatives and developing policies to promote diversity, equity, and inclusion in schools, educators should recognize that anti-AAAPI racism is deeply rooted in U.S. history. Everyday acts of racism and violence against people of Asian descent, especially Asian American immigrants, have been going on for more than a century.

School leadership and staff should check their own biases and stereotypes against Asian Americans, which could include the model minority myth, which assumes that all Asian American students are high achieving or well-adjusted (Sue et al., 2007; Sue et al., 2021) and thus may act as a barrier to providing individual students or families with necessary support.

Staff should be aware of the negative impact of racial discrimination and microaggressions against Asian American students and how the model minority myth also contributes to the fallacy of the Asian monolith, which masks the rich diversity, strengths, and challenges of the many Asian American communities. Educators should learn about the history and culture of AAPI families locally and regionally, including the unique experience of international adoptees. Read the Stop AAPI Hate Youth Report and discuss how the community might incorporate some of the suggested recommendations within their school settings.

Create a Safe and Supportive Learning Environment and Inclusive School Climate

Train all staff on culturally responsive practice. This should include teachers and other educators understanding how to provide culturally responsive instruction and classroom engagement and interactions, as well as school psychologists and other specialized instructional support personnel providing culturally responsive direct and indirect services.

Increase supervision (i.e., during lunch, during recess, and on the bus) and train all school staff (e.g., teachers, lunch/recess supervisors, bus drivers) on how to respond to bullying and discrimination specific to Asian American students. For example, train school staff to appropriately respond to discrimination heightened by the COVID-19 pandemic (e.g., classmates saying to an Asian American student, "You have the China virus") to ensure a safe and supportive environment for both students and families (e.g., Hollaback! training).

Advocate for ethnic studies to increase representation of Asian Americans and other historically marginalized groups within U.S. history and celebrate their achievements.

Imbed discussion focused on Asian American history, culture, and activism in all subject areas in the classroom (language arts, social studies, art, music). For example:

Language Arts class: Read Asian American books in the classroom. For example, teachers with elementary school students can read Young, Proud, and Sun Jee, and engage in a discussion about empathy, why blaming Asian American peers for COVID-19 is problematic, and how to be a positive bystander/upstander. Please see more books in the resource section.

Art class: Discuss art projects (e.g., a poster contest) related to Asian American and Pacific Islander Heritage Month.

Music class: Listen to songs created by Asian American adolescents about COVID (e.g., Original Song "We are proud to be Asian" Inspired by #StopAsianHate Vigil and Rally - YouTube), or other songs that promote and celebrate diversity and friendship.

Social Studies class: Discuss the ongoing contribution of AAAPIs in S. history and today, especially during COVID-19, and recognize how Asian Americans are an integral part of the United States. For example, by using lessons plans developed by PBS Learning Media (https://www.pbslearningmedia.org/collection/asian-americans-pbs/).

Morning meetings: Teachers can invite all students to share their experience of discrimination and bullying, and discuss how to be an upstander to keep school a safe and fun place to be and learn.

During Asian American and Pacific Islander Heritage month (May), teachers can encourage all students to bring a cultural object to share in class and discuss diversity within the classroom/school.

It is important for teachers and school staff to balance invitations to contribute and opportunities for AAPI students and families to share experiences and perspectives without relying on any individual students or faculty as spokespersons for all AAPI individuals, considering the diversity within the AAPI community.

Implement Culturally Responsive Accountability Systems and Mental Health Supports

Schools should ensure that there are systems and structures in place for families and students to report racial/ethnic bullying or discrimination, and that there are clear consequences for engaging in racial/ethnic bullying and discrimination (in addition to other forms of bullying) at school.

Many Asian American families may include immigrants and may not be familiar with the school procedures, or they may worry about repercussions for reporting bullying/discrimination. Schools need to reach out to families to reduce barriers related to the reporting (e.g., developing a culturally and linguistically responsive reporting system).

School-based mental health providers should reach out to AAAPI families to provide support groups for AAAPI students who have witnessed violence towards Asian Americans.

Schools should take proactive steps and send clear statements to all families about their community values, behavioral expectations, and codes of conduct (e.g., respectful, responsible, safe), and reiterate that xenophobia and racial discrimination (e.g., blaming Asian American peers for COVID) is against the school values.

Schools should teach students about behavior expectations at school (such as being respectful, responsible, safe) and emphasize specific expectations related to peer interaction (e.g., "I celebrate and appreciate differences").

Ensure that all students have developmentally appropriate avenues for understanding what constitutes bias-based behaviors, what systems and structures exist for reporting such incidents, and the appropriate consequences (e.g., restorative practices that focus on building community and strengthening relationships).

Support AAAPI School Personnel

Educators must recognize that this is a difficult time for individuals who identify as AAAPI and work to provide a safe and supportive work environment, such as: checking in to see if your AAAPI colleagues are doing well and intervening or "calling in" anti-AAAPI microaggressive statements and behaviors from other colleagues, families, and students.

Provide antiracism training for school personnel and consider ways to integrate within existing social-emotional learning initiatives (Stop AAPI Hate, 2020b).

Be mindful of putting AAAPI colleagues in a position where they are expected to educate others about anti-AAAPI racism and rhetoric. Instead, spend time learning about these issues on your own and acknowledge that cultural humility is a lifelong practice.

Dispel Myths and Misinformation About COVID-19

Schools should provide scientifically validated information on COVID-19 spread and correct misinformation among students and staff, including the misconception that Asian Americans are carriers of, and should be blamed for, COVID-19. Schools should remind students that the World Health Organization (2015) suggested to not include geographic locations in the "naming of new human infectious diseases."

Asian American Books for Youth

PBS Documentaries on Asian Americans

Lesson Plans to Discuss Asian American History

Mental Health Resources

Supporting Youth and Families Facing Discrimination:

Jeung, R., Yellow Horse, A. J., & Cayanan, C. (2021). Stop AAPI Hate National Report. https://stopaapihate.org/wp-content/uploads/2021/05/Stop-AAPI-Hate-Report-National-210506.pdf

Stop AAPI Hate. (2020a). They blamed me because I am Asian. https://stopaapihate.org/youth- campaign-report/

Stop AAPI Hate. (2020b). Youth incidents report. https://stopaapihate.org/youth-incidents-report/

Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2007). Racial microaggressions and the Asian American experience. Cultural Diversity & Ethnic Minority Psychology, 13(1), 72-81. https://doi.org/10.1037/1099-9809.13.1.72

Sue, D. W., Calle, C. Z., Mendez, N., Alsaidi, S., & Glaeser, E. (2021). Microintervention Strategies: What you can do to disarm and dismantle individual and systemic racism and bias. Wiley

World Health Organization. (2015). WHO issues best practices for naming new human infectious diseases. WHO issues best practices for naming new human infectious diseases
Contributors: Cixin Wang, Chieh Li, Dieu Truong, Jennifer Cooper, Tracey Scherr
Please cite this document as:

National Association of School Psychologists. (2021). Supporting Asian, Asian American, and Pacific Islander Students and Families: Tips for Educators in K-12 Settings [handout]. Author.

© 2021, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

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Supporting Asian, Asian American, and Pacific Islander Students and Families: Tips for Educators in K-12 Settings

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As a result of the current rise in racism and violence targeting Asian, Asian American, and Pacific Islander (AAAPI) communities in the United States, many students and families are experiencing fear, confusion, stress, and trauma.

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National Museum of African American History and Culture

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Since we all have an assigned racial identity, we can all benefit from learning about race. And, by learning and understanding the origins and meanings of racial inequity, we can all benefit from a shared understanding. This understanding can help make our society more equitable and can be a catalyst for change.

Explore your own identity. Reflect on your place in history:

What does it mean to feel good about myself and how can I express that I like who I am?

What are group identities and how do they describe me? Others?

How can I be proud of who I am and celebrate others?

What has happened throughout history to people like me?

How do I get to know others and allow others to get to know all of me?

Social Identities and Systems of Oppression

An oppressive system is built around the ideology that some groups are superior to others. These systems take on many forms, but they all have essentially the same structure. Let's recognize our role within them.

Race and Racial Identity

The scientific consensus is that race has no biological basis - that we are all one race, the human race. Racialized identity, however, is very real. And, in a racialized society, everyone is assigned a racial identity whether you are aware of it or not. Let's broaden our awareness.

Bias

A bias is a tendency, inclination, or prejudice toward or against something or someone. Even people who are not deliberately prejudicial may have implicit biases. Let's learn more about this and other types of bias and their real-world impacts.

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Since we all have an assigned racial identity, we can all benefit from learning about race. And, by learning and understanding the origins and meanings of racial inequity, we can all benefit from a shared understanding. This understanding can help make our society more equitable and can be a catalyst for change.

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Addressing Racism and Implicit Bias—Part 2: A Response to the Framework for Effective School Discipline

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Addressing Racism and Implicit Bias—Part 2: A Response to the Framework for Effective School Discipline

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Talking About Race and Privilege: Lesson Plan for Middle and High School Students

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Talking About Race and Privilege: Lesson Plan for Middle and High School Students

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Creating Authentic Partnerships with Historically Marginalized Families & Other Stakeholders: Embracing an Equity Mindset

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Creating Authentic Partnerships with Historically Marginalized Families & Other Stakeholders: Embracing an Equity Mindset

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Creating Authentic Partnerships with Historically Marginalized Families and Other Stakeholders: Embracing an Equity Mindset

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This webinar on young dual language learners presents information on the importance of maintaining home languages and partnering with families for optimal Part C and Part B 619 service outcomes.

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Utah Pride Center supports and serves the Utah LGBTQIA2S+ community and its allies to strengthen our collective vision.

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The FSNE network does not endorse or oppose specific candidates for elected office or proposed legislation. Instead, we seek to inform, educate and advocate for general policy ideas that align with the network's stated values and vision for a just, sustainable and resilient regional food system.

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Resolution to Advance Equitable Systemic Change Within the Utah System of Higher Education 

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Resolution to Advance Equitable Systemic Change Within the Utah System of Higher Education 

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Social Inequalities Explained in a $100 Race - Please Watch to the End. Thanks.

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The Importance of Discussing Equity, Diversity and Inclusion in Schools  

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The Importance of Discussing Equity, Diversity and Inclusion in Schools  

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PFLAG (Provo/Utah County) - LGBTQ Resources

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PFLAG (Provo/Utah County) - LGBTQ Resources

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PFLAG is the first and largest organization for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) people, their parents and families, and allies.

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Utah System of Higher Education Equity Lens Framework

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Utah System of Higher Education Equity Lens Framework

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Understanding Race and Privilege Lesson Plan and Activity Guide for Professionals

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Understanding Race and Privilege Lesson Plan and Activity Guide for Professionals

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Promoting emotional Well-Being for LGBTQ Youth 

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Promoting emotional Well-Being for LGBTQ Youth 

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HRC Foundation's Youth Well-Being Program is excited to offer this FREE online learning module for social workers, counselors, educators and other youth-serving professionals. This self-paced course takes approximately one-hour to complete and participants can earn one free CE through the National Association of Social Workers (NASW). Promoting Emotional Well-Being for LGBTQ Youth provides an opportunity for youth-serving professionals to learn how to best promote safety, health, and well-being for LGBTQ youth at home, at school, and in systems of care.

The online course is hosted by our partner, the Institute for Innovation and Implementation at the University of Maryland School of Social Work, and requires participants to sign-up for an enrollment key. Once registered through their online portal, a pop-up will display with an enrollment key. Next, click the "enroll button" and select the course titled "Promoting Emotional Well-Being for LGBTQ Youth". Once enrolled, the course can be found under "My Courses".
Need assistance enrolling in the online learning module?
If you run into issues during the registration process, using the enrollment key or not being able to see the online course on your dashboard, please contact the Help Desk at theinstitutehelp@ssw.umaryland.edu. In your email, please include that you are attempting to enroll in the HRC Foundation course titled "Promoting Emotional Well-Being for LGBTQ Youth.

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Free Online Learning Module: Promoting Emotional Well-Being for LGBTQ Youth

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HRC Foundation's Youth Well-Being Program is excited to offer this FREE online learning module for social workers, counselors, educators and other youth-serving professionals. This self-paced course takes approximately one-hour to complete and participants can earn one free CE through the National Association of Social Workers (NASW).

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Utah Compact on Racial Equity, Diversity, and Inclusion

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Utah Compact on Racial Equity, Diversity, and Inclusion

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Utah Compact on Racial Equity, Diversity, and Inclusion

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We, the signers of the Utah Compact on Racial Equity, Diversity, and Inclusion, affirm that all people are created equal under God. A racially equitable state requires us to act and create a society in which race and ethnicity do not determine or limit value, opportunity, and life outcomes.

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Implicit Bias: Peanut Butter, Jelly and Racism

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Skip to Content

Pride is a time to celebrate the LGBTQ+ community and be proud of living openly and authentically. But this year we cannot ignore the mounting attacks against our community. Powerful people are bullying LGBTQ+ kids and threatening our rights-dozens of states have passed bills to silence and erase us.

Let's show them that WE WON'T HIDE OUR PRIDE!

Whether you're headed to your local Pride festival, gathering in your backyard with friends or spending some quiet time at home, we hope you enjoy your celebrations. To help you kick off Pride Month, we've compiled a plethora of ways to celebrate the beauty of our community, engage in the fight for equality and a few surprises to bring you joy.

You can join in on pride from wherever you are:

Turn up the volume and jam out to our HRC staff curated Pride playlist

Have some family fun

Check out these resources:

Or watch this drag story time with Akasha Royale:

Wear Your Pride

Find your new rainbow favorites at shop.hrc.org and show your Pride
wherever you go!

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The Human Rights Campaign, All Rights Reserved

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Skip to Content Pride is a time to celebrate the LGBTQ+ community and be proud of living openly and authentically. But this year we cannot ignore the mounting attacks against our community. Powerful people are bullying LGBTQ+ kids and threatening our rights-dozens of states have passed bills to silence and erase us.

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Federal Register Notice of Interpretation: Enforcement of Title IX of the Education Amendments of 1972 with Respect to Discrimination Based on Sexual Orientation and Gender Identity 

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Federal Register Notice of Interpretation: Enforcement of Title IX of the Education Amendments of 1972 with Respect to Discrimination Based on Sexual Orientation and Gender Identity 

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The Zinn Education Project promotes and supports the teaching of people's history in classrooms across the country. The Zinn Education Project is coordinated by two non-profit organizations, Rethinking Schools and Teaching for Change, that have spent decades developing and providing social justice resources for teachers.

Since 2008, the Zinn Education Project has introduced students to a more accurate, complex, and engaging understanding of history than is found in traditional textbooks and curricula. With more than 177,000 people registered, and growing by more than 10,000 new registrants every year, the Zinn Education Project has become a leading resource for teachers and teacher educators.

The empowering potential of studying history is often lost in a textbook-driven trivial pursuit of names and dates. We believe that through taking a more engaging and more honest look at the past, we can help equip students - and all of us - with the analytical tools to make sense of and improve the world today. For a more complete description of our approach, read why teach people's history.

Our website offers free, downloadable lessons and articles organized by theme, time period, and grade level. Based on the approach to history highlighted in Howard Zinn's best-selling book A People's History of the United States, our teaching materials emphasize the role of working people, women, people of color, and organized social movements in shaping history.

Our daily This Day in History posts highlight stories ignored in most textbooks and are shared on social media where we have more than 500,000 followers.

We also produce a regular If We Knew Our History column that features articles by teachers, journalists, and scholars that expose the myths told in corporate curricula and offer ideas for teaching outside the textbook.

We offer professional development workshops in collaboration with school districts, teacher unions, and at teacher conferences. To support teacher leaders, we host the Prentiss Charney Fellowship.

We have several campaigns including Teach Reconstruction, Teach Climate Justice, Teaching for Black Lives, and Abolish Columbus Day. In the spring of 2021, we launched a Teach Truth pledge and we have been active in campaigns to defend teaching honestly in the face of anti-CRT laws and book bans.

Read what teachers are saying about the Zinn Education Project.

Project Background

In late 2007, former Boston University journalism student William Holtzman watched You Can't Be Neutral on a Moving Train, the film about the life of historian, professor, and activist Howard Zinn. It brought back memories of attending Professor Zinn's remarkable lectures at Boston University in the 1970s. He always marveled at how Zinn's "people's history" was so much more alive and accurate than the traditional history he received in high school.

After a successful career in technology, Holtzman wanted to bring Zinn's work to a new generation of students. So he called Howard Zinn. "I contacted Howard and said that I wanted to honor him and extend the reach of his work," said Holtzman. "Howard didn't care about the former, but was very open to the latter."

Zinn introduced him to two non-profit organizations, Rethinking Schools and Teaching for Change. With the support of Holtzman and others, Rethinking Schools and Teaching for Change partnered to launch the Zinn Education Project in 2008.

Some 30 years after his exposure to Howard Zinn's "people's history," the former Boston University student who initiated this project demonstrates that classroom experience can have a lifelong impact.

Donors

The primary support to sustain and build the Zinn Education Project comes from hundreds of individual donors each year. Visit our Donor page to learn why people have donated, making it possible for the Zinn Education Project to promote the teaching of people's history. Learn the various ways you can donate to the Zinn Education Project on our Donate page.

Howard Zinn

Howard Zinn was a historian, author, professor, playwright, and activist. His life's work focused on a wide range of issues including race, class, war, and history, and touched the lives of countless people.

Zinn grew up in Brooklyn in a working-class, immigrant household. At 18 he became a shipyard worker and then joined the Air Force and flew bombing missions during World War II. These experiences helped shape his opposition to war and his strong belief in the importance of knowing history. Read more.

Coordinating Organizations

Rethinking Schools

Launched in 1986, Rethinking Schools is a nonprofit publisher working for equity and justice in public schools and the broader society. Major projects include:

Rethinking Schools, an award-winning quarterly magazine, unique among education publications. Edited by practicing and former pre-K-through-12 teachers with almost 200 years of combined classroom experience, it features a wide range of articles portraying some of this country's finest social justice teaching. Other articles analyze the policies that help or hinder public education.

A series of books, providing practical examples of how to integrate social justice education into social studies, history, language arts and mathematics. They are used widely by new as well as veteran teachers and in teacher education programs. Every Rethinking Schools book grows out of diverse schools and classrooms throughout the country.

A website that offers a wealth of resources on teaching for equity and justice and making sense out of national education policy.

Teaching for Change

Since 1989, Teaching for Change has provided teachers and parents with the tools to create schools where students learn to read, write, and change the world. Teaching for Change pursues its mission by:

Providing free lessons and workshops for pre-K-through-12 teachers on Central America, the Civil Rights Movement, anti-bias education, and more.

Coordinating the D.C. Area Educators for Social Justice, a network of social justice educators in the D.C. metro area with teacher-led working groups, institutes, workshops, and school-based resources.

Vetting and promoting books for children and adults via SocialJusticeBooks.org in response to the wide diversity gap in children's books and the publishing industry.

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About | Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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Across the country, millions of students participate in GSAs (Gender & Sexuality Alliances or Gay-Straight Alliances) dedicated to making schools safer and more inclusive for all. The 10 easy-to-understand steps below are commonly used in public secondary schools where other extra-curricular clubs are legally allowed. Keep in mind that these are starting points; because situations and schools vary, no single process is applicable to every school.

1. FOLLOW GUIDELINES

Establish a GSA the same way you would start any other extra-curricular student led club. Look in your Student Handbook for your school's rules regarding clubs.

2. FIND A FACULTY/ TEACHER ADVISOR

Find teachers or staff who would be supportive or who have already shown themselves to be allies on LGBTQ issues.

3. FIND OTHER STUDENTS

Invite peers who are interested in building an affirming LGBTQ space. Check with existing clubs for students who might have an interest.

4. INFORM ADMINISTRATION

Let administrators know right away what you are doing. It can be very helpful to have them on your side. They can work as liaisons to teachers, parents, community members, and the school board. If an administrator opposes the GSA, provide them information about the www.glsen.org/gsa.

5. PICK A MEETING PLACE

You may want to find a meeting place within the school that offers some level of privacy, yet is still easily accessible. Or you may decide that you want to meet in a visible space to enhance the presence of your club at your school.

6. ADVERTISE

There are many ways to advertise; think about other outreach strategies. Use a combination of your school bulletin, announcements, flyers or word-of mouth. Get creative through visuals that register with LGBTQ people like rainbows and trans flags.

7. PLAN YOUR MEETING

Organize the structure of your meeting from start to finish to stay on track and get the most out of your time together. There are tons of things you can do, from discussions to inviting speakers, holding workshops, playing games, and offering food or snacks. Dozens of possible activities are described within the GLSEN Jump-Start Guide and on our website.

8. HOLD YOUR MEETING!

You may want to start with a discussion about why people feel the group is needed or important. You can also brainstorm projects that your club could do this year and topics you want to discuss at the meetings.

9. ESTABLISH COMMUNITY AGREEMENTS

Creating ground rules helps to ensure that group discussions are safe, confidential, and respectful. Community agreements, such as "What is said here, stays here," help maintain confidentiality. For suggestions, check out our Community Agreements for Clubs resource.

10. PLAN FOR THE FUTURE

Develop an action plan. Brainstorm projects. Set goals for what you want to work toward. (All of these steps are covered in The GLSEN Jump-Start Guide.) If you haven't already done so, contact GLSEN's Education & Youth Programs Department so that you may share ideas, resources, and information. You can also look into local GSA networks in your town or city.

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Across the country, millions of students participate in GSAs (Gender & Sexuality Alliances or Gay-Straight Alliances) dedicated to making schools safer and more inclusive for all. The 10 easy-to-understand steps below are commonly used in public secondary schools where other extra-curricular clubs are legally allowed.

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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Understanding LGBTQ Pronouns ( what do they mean and how do I use them). 

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Understanding LGBTQ Pronouns ( what do they mean and how do I use them). 

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This guide is created to help anyone learn how to use people’s correct pronouns. Everyone in your school community should engage in learning, educating, and advocating for the inclusive use of pronouns for all.

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Bullying and Discrimination (Elementary) 

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Bullying and Discrimination (Elementary) 

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Bullying and Discrimination Video (Secondary)

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Bullying and Discrimination Video (Secondary)

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Effective School Discipline Policies and Practices

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Effective School Discipline Policies and Practices

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics!

Or, continue as a guest by selecting from our available language/nation demonstration sites:

GO!

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics! Or, continue as a guest by selecting from our available language/nation demonstration sites: GO!