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DOE blog on the topic of preventing discrimination based on religious affiliation. This link contains many other links to government policies and legislature, as well as further circumstances and responses that have occurred over the last couple of decades. Capacity to perform climate-assessments is applicable to any grade level, and discussions can vary from Pre-K to 12th grade.

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No student - whether Hindu, Jewish, Muslim, Christian, Sikh, or of any other religious background - should experience barriers to learning and success in school because of who the student is or what the student believes.

That's why last month, the U.S. Department of Education's Office for Civil Rights participated in a community forum in Palo Alto, California, on religious discrimination in schools and universities. This roundtable built on an event in Newark, New Jersey, in March, where the Department of Education joined the Justice Department in announcing the launch of Combating Religious Discrimination Today, a new interagency community engagement initiative designed to promote religious freedom, challenge religious discrimination and enhance enforcement of religion-based hate crimes.

In Palo Alto, we heard about the prevalence of bullying and harassment that students from diverse religious and ethnic backgrounds experience at school. Community leaders expressed support for a wide range of trainings - social-emotional learning, cultural competency, implicit bias, restorative justice, basics of world religions - to improve school and campus climates.

We view last month's roundtable as an important continuation of a dialogue. The discussion echoed themes from the joint letter by Secretary John King and former Secretary Arne Duncan that promoted efforts to create safe and supportive school environments in which all students are equally able to participate in a robust exchange of ideas.

We at OCR are eager to continue our work in partnership with our federal colleagues to address unlawful bias and discrimination in our nation's schools, and to continue our strong enforcement of federal civil rights laws to ensure that all students can learn in safe school environments.

Last year, OCR received more than 10,000 complaints, 21 percent of which involved race or national origin discrimination and more than 450 of which involved racial or national origin harassment, including some relating to national origin discrimination involving religion. We evaluated every complaint we received for possible civil rights violations.

One example involved a Jewish student in California. The complaint alleged that the student was bullied repeatedly over several years based on his shared ancestry and/or ethnic background as a Jewish person, as well as being subjected to disability-based harassment. In addition to verbal taunts, the complaint alleged that the student was physically assaulted by his peers. The school was notified of several incidents of harassment, and although the school responded, the harassing conduct continued.

In the resolution agreement, the district agreed to conduct a school climate assessment and create a plan to address the issues so that incidents of race- and disability-based harassment, specifically including anti-Semitic harassment, would be investigated and redressed; provide expert training to school personnel on how to investigate and respond to allegations of discriminatory harassment; and provide age-appropriate training to students to raise awareness of what constitutes harassment based on race or disability, including anti-Semitic harassment, among other remedies.

Enforcement is just one of OCR's tools to protect students. We've also issued policy guidance that explains how Title VI addresses discrimination of religious individuals based on actual or perceived shared ancestry or ethnic characteristics. And to better monitor the prevalence of religion-based bullying or harassment in schools, as part of the 2015-16 Civil Rights Data Collection, all school districts will report on incidents of bullying or harassment on the basis of actual or perceived religion.
Catherine E. Lhamon is Assistant Secretary for Civil Rights at the U.S. Department of Education.

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Working to Prevent Discrimination Involving Religion at Schools and Universities - ED.gov Blog

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No student - whether Hindu, Jewish, Muslim, Christian, Sikh, or of any other religious background - should experience barriers to learning and success in school because of who the student is or what the student believes. That's why last month, the U.S.

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Article on the fundamentals of teaching students with Special Needs. Encourages view of all students as capable of growth and innovation, and focuses on the use of differentiated instruction and community-building activities. All ages.

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students. The purpose of the special ed classroom setting is to provide more intensive, individualized attention to the students who most need it.

However, even in special education classroom settings there can be a wide a range of skill levels and abilities. How can teachers provide quality instruction to all students? Here are some strategies that special education teachers can use to benefit all of their students.

1. Form small groups

Forming small groups of two or three students within the class grouped according to their level can help with personalizing the teaching while not sacrificing class instruction time. For example, in math class, one group could be working on the basics while a more advanced group could be working on their geometry skills. Students would be grouped together according to similar skill levels and objectives along their education pathway.

2. Create classroom centers

Classroom centers are another effective way students can be grouped. Each center would specialize in one area or level. The centers would be self-contained in terms of instructions and all lesson materials. They would also be somewhat self-explanatory and self-guided to allow the teacher to rotate among the different centers and provide appropriate guidance. A teaching assistant, parent or volunteer could help facilitate the groups. Such centers would strike a balance between being self-explanatory, without totally giving up more direct teacher time.

3. Blend 'the Basics' with more specialized instruction

Still another way of instructing multiple levels of students is to teach general concepts to the whole group while pairing it with individual instruction. Since every school subject has some general concepts that could be relevant, individual students can benefit from this no matter what their level of proficiency.

Reading comprehension strategies, the basics of math, organizing writing ideas, or even a scientific theory are some examples of general concepts that could be taught to support what each student is learning in that area. Students can then apply this knowledge to their particular individual assignments. However, the teacher could always add some additional content for more advanced students.

4. Rotate lessons

Lessons within the different groups or centers could be rotated so that on any given day the teacher could introduce new material to one group, while only having to check in on others who are doing more independent activities. The teacher assistant could also be of service within such a lesson cycle.

5. Try thematic instruction

Thematic instruction is where a single theme is tied into multiple subject areas. This method of teaching has been shown to be very effective in special education classrooms. A "theme" could be anything from a current event, honing the skill of reading comprehension, a writing topic or a historical event. For example, a historical event could be tied into all other subjects. The theme should be attention-getting - something that will grab the students' interest and keep them engaged.

6. Provide different levels of books and materials

Since there will be a variety of proficiency levels in the classroom, be sure to have different levels of textbooks and other teaching materials available for each subject. Having a range of levels on hand will ensure that each student can learn at the appropriate level. This minimizes frustration and maximizes confidence and forward momentum in the student.

As you can see, teaching special education students effectively can be enhanced with some adjustments. Regardless of the severity of their disabilities, classes can be structured in a way that caters to the individual level of functioning.

Doing so does not mean giving up quality personal instruction time. No matter what the content areas or variety of levels your students are working on, harmony and integration are possible. Strategies such as grouping, learning centers, rotating lessons, choosing class themes and having a flexible array of texts and materials can help teachers to provide ideal instruction and support within their special education classes.

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6 Strategies for Teaching Special Education Classes | Resilient Educator

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students.

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Strategies focus on teacher observation of nonverbal behavior, patience, and flexibility when working with kids grades Pre-K to 5. Helpful when identifying enculturated prejudice and selecting a route to deconstruct implicit and explicit bias.

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Important lessons about race, diversity, and equity can and should be taught to children in early childhood and preschool settings.
In July 2016, Pennsylvania State University took over direct supervision of the Child Care Center at Hort Woods, an on-campus preschool and early learning center that had been run for the previous five years by an outside provider. But the challenge for those of us who work at Hort Woods wasn't just to adapt to new management; we also had to adopt a new mission. Penn State had just begun a universitywide campaign to become a more diverse and inclusive community, and the administration expected no less from the Child Care Center.

The effort to learn about and implement a race-conscious, antibias approach to early childhood education got under way in the fall when we began meeting regularly to discuss our own experiences with race and diversity. Over several weeks, we also participated in professional development activities led by Penn State's affirmative action office. Further, we received technical assistance from experts such as Andrew Grant Thomas of EmbraceRace - a Massachusetts-based nonprofit organization - who met separately with parents, administrators, and teachers to share research findings and practical tips for educating children about race.

Taking our cue from the National Association for the Education of Young Children and other leaders in the field, we chose to adopt an antibias education framework comprising four essential goals:

#1. To promote the development of children's positive social identities;

#2. To help children learn accurate language to describe human differences and develop caring, respectful relationships with others (including those who differ in terms of race, gender identity, family structure, religion, socioeconomic class, and ability);

#3. To recognize unfairness and understand that it is hurtful; and

#4. To empower children to respond to situations that are unfair (Derman-Sparks & Edwards, 2010).

However, we soon found that while it is one thing to voice support for such principles, it is something else entirely to bring them to life in the classroom. Teaching practices are notoriously slow to change, as are deep-seated beliefs and assumptions about race. Moreover, we found it particularly challenging to have productive conversations about these issues during fall 2016, given the racially divisive tone of the presidential campaign under way at the time. Nor did the demographic makeup of our workplace make those conversations any simpler. Because of its connection to a major university - which attracts students, faculty, and staff from all over the country and the world - Penn State's enrollment is fairly diverse, including many students of color (18%) and international students (15%). Hort Woods' enrollment is even more diverse. However, nearly all of us who work there are white, and many of us grew up in the mostly white and rural part of central Pennsylvania that surrounds the university.

Finally, while discussions about race can be difficult for many educators, they tend to be especially difficult for those of us who work with very young children. Children are often presumed to be "innocent" of racial biases, and many adults worry that by talking about race, they might inadvertently lead them to biased views. In fact, though, research suggests that children as young as 15 months old already notice race and express racial preferences; by the time they enter kindergarten, children tend to display racial prejudices that are similar to those of the adults in their lives (Dunham, Baron, & Banaji, 2008; Katz & Kofkin, 1997; Killen, Crystal, & Ruck, 2007).
In our own words
Below, three of us offer firsthand accounts of our experiences to date as we begin to implement a race-conscious, antibias approach in an early childhood setting.
Jennifer: Living up to our commitments
We have many signs posted around our classroom, but only one of them sits in a big wooden frame by our cubbies. Titled "All Children Belong Here. This Is Our Promise To You," it ends, "We are in this together, working for a world where every child is protected and honored, exactly as they are" (excerpted from Derman-Sparks & Edwards, 2017). Even more than a sign, it is a commitment, a love letter, and an inspiration for our curriculum and instruction. We promise to nurture children, value them, teach them to be friends with others who are different from them, resist unfairness, and uproot our own biases as adults. Ingrained in this commitment from the educators to the children is the work we each must do on a personal level to examine our own thoughts, feelings, and dispositions so that we are ready and able to make good on our promises.

When we posted the sign, we had no idea where the educational journey would lead, but we wanted children to feel and understand the promise as fully as possible. Over the past several months, we have wandered down many curriculum paths in our classroom with children who are 3 to 5 years old. We studied the colors of our skin, mixed paint to match it, and looked closely in the mirror to notice and draw our features. We learned about racial injustices in U.S. history (and those still occurring today) and talked about what it feels like to be kept out or treated unfairly. And we made a time line with photos of the first single cell organisms, dinosaurs, prehistoric humans, and - almost all the way to the end of the time line - separate drinking water fountains, illustrating just how little time has passed since segregation was legal in this country.

Discussions about race can be difficult for many educators, but they tend to be especially difficult for educators who work with very young children.

While it has been easy for the children in my classroom to notice and list their differences, they are still learning to recognize and appreciate their similarities. In class, we wrestle with questions such as: What do all people need? Does everyone have rights, and what are they? Often, we reread the sign by our cubbies, reminding ourselves why we are discussing these themes. And I get the sense that the lessons are beginning to sink in. Recently, for example, we welcomed a new child into the classroom. A few days later, at circle time, another child shared his thoughts about the newcomer: "Everyone is welcome here. If you have black skin, you are welcome here, just like (our new friend). He has black skin, and he is welcome here." I can't say how much our curriculum contributed to these heartfelt words of welcome, but I do know that we are creating a safe and fair classroom for everyone from our oldest friend to our newest friend.

I still have a lot to learn, too. Growing up in a small rural town in a school system with very few people of color, I received a one-sided view of our country's history, and I've had to challenge my own ways of thinking and interacting with people. But this effort to become an antibias educator has been some of the most essential and rewarding work I have done in my 17-year career.
Katherine: Giving kids the words they need
People disagree as to whether very young children understand concepts like diversity. But in my work with infants and toddlers, I have learned that even at these early ages, children need to learn that differences are OK and that everyone should be comfortable in their own body. Children are always looking, listening, and taking in information from the world around them, so it's important to make the classroom environment as accepting as possible, including by offering a diverse range of toys, pictures, and books.

We started our conversations in my mixed-age infant/toddler classroom about race and diversity by reading Karen Beaumont's book I Like Myself (Harcourt, 2010). While we were reading and discussing the book, I suggested words and phrases for the children to use, such as "I like myself" and "I'm proud I'm me," and I asked them to name specific things they like about themselves. Also, I took various pictures of each child, focusing on their hands, eyes, and mouths. We looked at the photos and talked about the differences they saw, like skin tones and the shapes of kids' mouths. Noticing the range of eye colors in the pictures, one child blurted out, "Kate, our eyes are different!" I took that as an invitation to read aloud Todd Parr's book It's OK to be Different (Little Brown, 2009), which led to a discussion about how some people are blind, some use a wheelchair, some speak another language, and on and on.

I grew up in a time and place where such conversations were hushed, and nobody talked about these kinds of differences. It took me some time to understand how important it is to give children the appropriate language to talk about these things. But I've become hopeful, like all the teachers here, that these conversations will have a lasting impact on these children and that they will learn not to be colorblind but, rather, to understand and use their language to accept and appreciate the differences they see in this diverse world.
Laurie: Talking about race with other adults
As the supervising teacher in a mixed-age preschool classroom, I know that every child, parent, student, and teacher has been shaped by their own life experiences and perceives the world through the filters created by race, gender, ability, socioeconomic status, family structure, religion, and political affiliation. Given how divided our society is along these lines, it shouldn't have surprised me that the decision to implement antibias education practices would spark a debate, testing the cohesiveness of my three-person teaching team.

My first glimpse of the struggle ahead came one afternoon in October 2016. A 4-year-old boy in dramatic play was wearing a blazer and a pearl necklace. "I'm Hillary Clinton, and I'm going to be president! Will you vote for me?" he asked. "I have some problems with my emails, but I'm going to be a good president!" I delighted in seeing this young boy take on the persona of a strong female role model, but the moment ended abruptly when another child yelled out from across the room, "Lock her up!" These children had not escaped the bitter politics of our era, I realized. Nor could their teachers agree on what to do in response or whether it should be their role to intervene when children bring political views into the classroom. Further, because this happened right around the time that we began to focus on issues of race and diversity, our teachers came to associate the theme of antibias education with political debate.

Over the following months, politics continued to seep into the classroom. For example, in March 2017, when President Donald Trump signed an executive order banning travel to the U.S. from seven Muslim-majority countries, a 4-year-old in our class was left to wonder whether his grandfather's much anticipated visit would be postponed. Preschoolers take the issue of fairness very seriously, and they were consumed with questions about whether the president was being fair. One child announced that she would be going to Washington, D.C., "to fight Donald Trump." During a read-aloud about frogs, another child said, out of the blue, that "Donald Trump is not a good friend," to which a classmate replied, "Yeah, because he isn't fair." In the teacher team, we continued to disagree over whether it was our role to engage the children in discussing politics, but we eventually came to agree on a strategy: We would explain to them that Americans can make things fairer by coming together to talk about their feelings and decide whether to change the law.

The harder challenge was to guide teachers in reflecting on certain beliefs and values that have been taught to them and reinforced throughout their lives. Anybody who takes an honest look at themselves will have to admit that they've behaved in ways that are insensitive or hurtful to members of other groups. But it can be difficult to talk about these things. To challenge our own assumptions about colorblindness, we have to raise issues and use language that probably seems taboo. It's tempting just to remain silent, even though this means denying the struggle that people of color, including many of our children and families, face every day.

For weeks, I worried that the teachers in my team wouldn't make it past this hurdle. Our conversations boiled over into arguments, and it looked like we'd never be able to resolve our conflicting beliefs about politics, gender, and race. Every day, I worried that the teachers would give up on implementing the antibias teaching model and that resignation letters would appear on my desk. I knew an action plan was desperately needed that could help us to grow professionally and rebuild trust and recreate a once-supportive work environment.

I read dozens of articles related to antibias education and race and, at my team's curriculum meetings, asked teachers to read the most powerful articles, think critically, and engage in deep conversations. Sometimes we agreed, sometimes conversations were hard to navigate, and sometimes we walked away with hurt feelings. Each time, I hoped that we would work through this and that we would be stronger for having taken this journey together.

After weeks of debate, my team finally found a simple answer to our dilemma, allowing us to move forward. Antibias education, we agreed, is not tied to a particular political party or value system. It is a nonpartisan tool for supporting children's social-emotional development, affirming their self-worth, addressing race and culture openly in our classrooms, treating all children fairly, and encouraging them to think critically about the problems that our society faces. Through this lens we all see the value of the work ahead.

It can be a daunting task to figure out exactly which language will resonate with particular age groups, but it is essential to do so.

Lessons to date
In some respects, our implementation of an antibias education model has only just begun, and we hope to deepen the work in all of the Child Care Center's classrooms. However, after pursuing this approach for more than a year, we've already learned a number of important lessons about incorporating antibias teaching, particularly about race and diversity, into a preschool setting:
#1. Try not to jump to conclusions.
In an infant/toddler or preschool classroom, teachers have to be exceptionally careful to slow down and avoid making snap judgments when kids talk about complex topics such as race. Young children tend to be very literal, and adults often read much more into their words than they intended. At Hort Woods, for example, a white child recently called a classmate with dark skin a "dirty man," which immediately raised alarm bells among the teachers: Was this child repeating a racist comment heard outside of school? Was an intervention required? As it turned out, the first child had noticed the second child touching some eggs at the lunch table, and he was concerned that his friend might be exposed to salmonella.

When adults are eager to confront racial bias, they can become too quick to see a teachable moment in every remark. In this case, though, to jump on the comment right away would have been a mistake, needlessly signaling anxiety about the subject of race and potentially causing the children to shy away from it.
#2. Look for subtle cues and nonverbal behaviors.
As teachers, parents, and supportive community members, we need to make a conscious choice to engage in courageous conversations with young children. This requires us not just to overcome our own biases and discomfort but also to encourage kids to ask questions, let us know what's on their minds, and show us what's troubling to them. Young children often express their curiosity in subtle and nonverbal ways, so one of us (Misty, our curriculum specialist) has been helping other staff members learn how to be close observers of children's behavior around issues related to race and difference. For example, while many older preschool children have the verbal skills to ask direct and probing questions, toddlers may simply point to someone who looks different than them, or reach out to touch another child's hair or skin. Each of these situations is an invitation for caring adults to scaffold children's learning and help them learn to appreciate differences in others.
#3. Adapt to the age group.
Children of all ages are constantly trying to make sense of the confusing world in which they live. But when teaching about diversity - as with teaching about every other topic - the age of the kids matters a great deal. The words you choose, the concepts you introduce, and the depth of conversation you aim for should all be calibrated to fit the given children. It can be a daunting task to figure out exactly which language will resonate with particular age groups, but it is essential to do so. When it comes to their understanding of race and diversity, a class of infants and toddlers is in a very different place and needs very different kinds of lessons and explanations from a class of 4-year-olds. Relying on a process of reflection to think through topics and conversations one might have with children gives us time to choose our words carefully, evaluate concepts by judging their developmental appropriateness, and translate the subject into words and concepts young children will understand.
#4. Build community.
EmbraceRace talks about the importance of raising racially literate children in community. We have focused on connecting with families, and one of us (Erica) has hosted a series of brown bag discussions to provide parents an opportunity to ask questions about the curriculum and learn about related resources. This has also extended to a recently adopted statement of diversity for the larger network of Penn State child care centers, which lends important institutional support for teachers doing this work and communicates to current and prospective parents the value placed on antiracist, antibias education. The importance of support from leadership is a critical foundation to attain the benefits of diverse classrooms (Hawley, 2007), and it is especially important now, given current societal tensions over issues related to race and immigration.
#5. Be patient with colleagues.
Having peers who can support each other's professional growth is an essential part of taking on antibias education. Supportive coworkers help move us forward to be courageous in leading conversations about diversity and inclusion. Even Laurie's difficult conversations with colleagues ultimately led toward professional growth. The act of working through topics that are challenging, and sometimes uncomfortable, helps us assess our biases and allows the opportunity to dive deep into conversations that influence our practice. Because our teaching team is composed of white women, our initial lens during conversations about race and American institutions comes from a perspective of privilege. By acknowledging racism and systemic oppression, we teach children ways to counter them by explicitly teaching social-emotional skills, breaking down stereotypes, building empathy, and coaching activism.
A concluding thought
This journey can be challenging for early childhood educators, especially for many of us who were raised to be colorblind and to avoid explicit discussions of racial differences. Teachers are always choosing which lines of inquiry to scaffold and extend. It can be tempting to shy away from some of children's more challenging questions and embarrassingly loud declarations. But if these are used as learning opportunities, instead of treated as disruptions, powerful lessons about race can be shared with children of all ages (Kuh et al., 2016).
References
Derman-Sparks, L. & Edwards, J.O. (2010). Antibias education for young children and ourselves. Portland, ME: Stenhouse Publishers.

Derman-Sparks, L. & Edwards, J.O. (2017, March-April). Living our commitments: A pledge to all children and families. Exchange.

Dunham, Y., Baron, A.S., & Banaji, M.R. (2008). The development of implicit intergroup cognition. Trends in Cognitive Sciences 12 (7), 248-253.

Hawley, W. (2007). Designing schools that use student diversity to enhance learning of all students. In E. Frankenberg & G. Orfield (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools (pp. 31-56). Charlottesville, VA: University of Virginia Press.

Katz, P.A. & Kofkin, J.A. (1997). Race, gender, and young children. In S.S. Luthar, J.A. Burack, D. Cicchetti, & J.R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 51-74). New York, NY: Cambridge University Press.

Killen, M., Crystal, D., & Ruck, M (2007). The social developmental benefits of intergroup contact among children and adolescents. In E. Frankenberg & G. Orfield (Eds.), Lessons in integration: Realizing the promise of racial diversity in American schools (pp. 31-56). Charlottesville, VA: University of Virginia Press.

Kuh, L., LeeKeenan, D., Given, H., & Beneke, M.R. (2016). Moving beyond antibias activities: Supporting the development of antibias practices. Young Children 71 (1).

Originally published in February 2018 Phi Delta Kappan 99 (5), 61-66. © 2018 Phi Delta Kappa International. All rights reserved.

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Never too early to learn: Antibias education for young children - kappanonline.org

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Important lessons about race, diversity, and equity can and should be taught to children in early childhood and preschool settings. In July 2016, Pennsylvania State University took over direct supervision of the Child Care Center at Hort Woods, an on-campus preschool and early learning center that had been run for the previous five years by an outside provider.

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Article based on challenging confirmation bias. Useful to develop metacognition in older grades, such as 6-12, and to further the conversation surrounding bias and prejudice.

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Our brains are great at using past experiences to make quick decisions on the fly, but these shortcuts can also lead to bias. "Confirmation bias" is our brain's tendency to seek out information that confirms things we already think we know. Help your students learn to recognize this when they encounter news online, as a way to examine competing opinions and ideas and to avoid drawing questionable conclusions.

Define confirmation bias and identify why it occurs.

Explore examples of confirmation bias, particularly related to news and online information.

Identify strategies for challenging their own confirmation biases.

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Challenging Confirmation Bias | Common Sense Education

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How can we challenge our own confirmation bias? Check out Challenging Confirmation Bias, a free digital citizenship lesson plan from Common Sense Education, to get your grade 10 students thinking critically and using technology responsibly to learn, create, and participate.

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Article with a relatable anecdote regarding gender roles and assumptions among children. Suitable for teachers working with kids Pre-K through 5.

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Teaching Young Children to Understand and Accept Differences | Lesley University

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Through anti-bias education, early childhood educators can create learning communities that support human differences. Discover how you can foster an empathetic classroom.

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Link to ADL formula for reporting incidents of bias or hate-crimes. This is appropriate for older students, high-school age and up, who can use discernment regarding the application of this technology. It is also a good resource to provide teachers, administrators, and parents/guardians.

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Thanks to thousands of people like you who have reported incidents, we are able to help communities across the country by reporting on trends, educating lawmakers and law enforcement and advocating for stronger protections from incidents and crimes.

ADL works to prevent people from being targeted because of their religion, race, ethnicity, gender, sexual orientation, gender identity, national origin or level of ability. But we cannot do it alone. We need your help as, together, we work toward making our communities, country and world a safer place for all.
Para obtener la versión en español de este formulario

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Report an Antisemitic, Bias or Discriminatory Incident

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If you have experienced or witnessed an incident of antisemitism, extremism, bias, bigotry or hate, please report it using our incident form.

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Article on positive and effective approaches to mitigate biased and bigoted circumstances and support those who have been targeted. Also provided in Spanish, which is a step in the right direction. All ages, but more meaningful perhaps for grades 6-12.

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In recent years, we have seen alarming images and biased language in schools and universities: name-calling, hate-filled taunts, vandalism, racial slurs and epithets, offensive graffiti on desks and bathroom walls. In addition, many young people-especially those whose identities have been targeted publicly with words and actions-are fearful and worried. Teachers have had to work overtime to console those students and provide resources to get help. Schools must be places where students feel safe, supported and respected, especially in these challenging times. Below are prevention, intervention and education strategies in order to promote inclusive school environments where young people can learn, thrive and become their best selves.

1. Establish clear school policies and reinforce goals

Make sure your school's anti-bullying, harassment and non-discrimination policies are current, reflect district and state guidelines and include clear definitions and consequences. Establish technology use guidelines and have students/families sign acceptable use agreements. Publicize policies and guidelines in multiple ways. Develop and/or reinforce your school community's goals around respect, civility, regard and care for others, equity and inclusion. If and when incidences of bias occur, make sure you acknowledge publicly that this is unacceptable, taking care not to "out" people engaged in it.

2. Assess your school, classroom and self

This is a good time to assess yourself and your school by reflecting on the current and historical influences that shape your school's culture. Consider the following: school mission and policies, how students interact with one another, the racial and gender dynamics among students, the extent to which parents and families are involved and engaged, how celebrations are approached, the curriculum and instruction materials, etc. From there, develop meaningful action plans that maximize existing strengths, address areas of improvement and develop goals to create positive change by applying principles of anti-bias education. Further, encourage individual staff to do their own self-assessments of their anti-bias approach and principles.

3. Be public and purposeful about being inclusive

Find ways to let everyone in the school community know that school is a safe place, all are welcome and that biased words and actions are unacceptable. Being intentional, public and loud about it sends a strong message that this is a priority for your community. Some examples include: a clear sign/statement at the entrance to the building, a public letter to the school community, a wall mural featuring the diversity of your student body or language about being inclusive, an updated mission statement, social media posts, announcements on the public address system, and school-wide events honoring diversity. Involve the school community in coming up with these ideas and think about ways to do different activities throughout the year.

4. Encourage reporting

Many bias and bullying incidents go unreported. In fact, as children get older, they are less likely to report bullying to the adults in their lives. Establish safe and confidential reporting mechanisms for bullying incidents and clear procedures for investigation and response. Make sure students are aware of these procedures and encourage them to tell a trusted adult about threatening or harassing behavior that they experience or observe. Find ways for adults to be more approachable (see #5).

5. Be more approachable

Students often suffer in silence and don't tell anyone about the bias, harassment or bullying they experience. They often believe it won't help and may even make things worse. One way to increase their openness to talking with adults is to be more approachable. You can do this in a variety of ways: take the issue seriously, invest the time and space to listen before moving into problem-solving mode, stay in the present and do not harp on the past, and be a role model by not engaging in stereotyping, name-calling and bullying.

6. Teach about bias

What happens in the classroom is valued and important. At the onset, teachers should engage students in a process to create an anti-bias learning environment. Take the time to teach about bias, either by doing direct instruction or by integrating anti-bias education into the curriculum. Use current events, literature, social studies and other subjects to address bias, diversity, bullying and social justice. Also, address the critical issue of identity-based bullying so that students are not targeted based on core aspects of their identity.

7. Involve parents, family and community members

Parents and family members are vital members of the school community. If everyone conveys the same message about bias, hate and discrimination, young people will get that message. Work with the school's PA/PTA to host a parent education workshop. Get everyone on the same page about school policies, goals, language and how to be an ally. In addition, partner with local youth organizations to organize events that promote respect for differences.

8. Provide support to targets

Ensure that the crisis intervention team, school counselors and social workers have the skills and knowledge to support students who have been targeted. Assist the target and the target's family in coping with the impact of the bullying and building skills for dealing with such problems in the future. Make sure not to inadvertently make the target feel responsible for the bullying in any way, or to unintentionally punish the target by limiting access to activities or technology. In addition, make sure counselors understand the fears that many children have as a result of the election, particularly children whose identities were targeted during the campaign, and provide comfort and resources they may need.

9. Teach civics

Now more than ever, teaching young people about civic engagement is critical. Helping students understand the First Amendment, their rights and freedoms, government, how legislation works and their role in it, the rule of law, current events, advocacy and activism are all components of being engaged in government and making a difference. While civics education has generally become less of a priority in schools, it needs to be brought to the forefront as much as possible.

10. Inspire ally behavior

One of the most effective tools we can give young people is how to be an ally when faced with bias and bullying. It can be as simple as encouraging them to reach out to someone targeted by sending them a supportive text message or saying hello to them. Young people can also learn how to safely stand up and tell aggressors to stop; for example challenging bigoted and offensive words. In addition, reporting the behavior to an adult and actively not participating are good ways to act as an ally. Acting as an ally helps the target and also helps the person engaging in allyship feel more powerful by doing something to make a difference.

11. Encourage students to be active

Activism is another way that young people can do something about the bias, discrimination and hate they see in their schools, online community, neighborhood and world-and pro-actively make it a better place. Activism can take many forms: teaching others, advocating for school or legislative policies, demonstrating, creating an online public awareness campaign, writing letters, volunteering, raising money, organizing or signing a petition, etc. Activism is a powerful antidote to feelings of powerlessness and an important part of citizenship.

1. Establecer políticas escolares claras y reforzar los objetivos

Establecer políticas actuales contra el acoso escolar, bullying y discriminación que reflejen las pautas del distrito y del estado y que incluyan definiciones claras y consecuencias. Establecer pautas para el uso de tecnología y hacer que los estudiantes/familias firmen acuerdos de uso.

2. Evalúa tu escuela, tu salón de clases y a ti mismo

Evalúate a ti mismo y a tu escuela (utilizando materiales de ADL) reflexionando sobre las influencias actuales e históricas que conforman la cultura de tu escuela. Considera lo siguiente: la misión y las políticas de tu escuela, cómo los estudiantes interactúan entre sí, las dinámicas de raza y género entre los estudiantes, la medida en que padres y familias están involucradas y participan, cómo se celebran las festividades, los materiales y planes de estudios, etc.

3. Ser inclusivo de manera pública y propositiva

Encontrar maneras para que todos los miembros de la comunidad escolar sepan que la escuela es un lugar seguro, todos son bienvenidos y que las palabras y acciones discriminatorias son inaceptables. Algunos ejemplos incluyen: un mural que muestre la diversidad de los alumnos o refranes que hablen de ser incluyente, una misión actualizada, mensajes en las redes sociales, anuncios en el sistema de megafonía y eventos escolares celebrando la diversidad.

4. Fomentar los reportes

Establecer mecanismos seguros y confidenciales para reportar incidentes de intimidación y claros procedimientos para investigar y responder. Asegurar que los estudiantes conozcan estos procedimientos y animarlos a reportar a un adulto de confianza si experimentan o ven amenazas o acoso.

5. Ser accesible

Una forma de aumentar la apertura de los estudiantes para hablar con los adultos es ser más accesible tomando de forma seria estos asuntos, invirtiendo el tiempo para escuchar antes de pasar a solucionar los problemas, no insistiendo en el pasado y siendo un modelo a seguir no participando en estereotipos, insultos y acoso.

6. Enseñar sobre los prejuicios

Dile a un adulto de confianza lo que sucedió. Permanecer en silencio no mejorará las cosas y puede empeorar la situación. Informar acerca de un problema grave no es lo mismo que "acusar". Los adultos necesitan saber sobre el comportamiento intimidatorio para que puedan apoyar y tomar medidas para detenerlo.

7. Involucrar a padres, familias y miembros de la comunidad

Si todo el mundo transmite el mismo mensaje contra los prejuicios, el odio y la discriminación, los jóvenes entenderán el mensaje. Trabaja con los PA/PTA de la escuela para organizar un taller de educación para padres. Hay que lograr que todos estén en la misma página respecto a las políticas de la escuela, sus objetivos, el lenguaje y cómo ser un aliado.

8. Apoyar a los estudiantes acosados

Asegurar que los consejeros escolares, trabajadores sociales y el equipo de intervención para crisis tengan las habilidades y los conocimientos para apoyar a los estudiantes que han sido objetos de bullying. Ayudar a la víctima y a su familia para lidiar con el impacto de la intimidación y mejorar sus habilidades para afrontar este tipo de problemas en el futuro.

9. Enseñar educación cívica

Hoy más que nunca, es crítico enseñarle a los jóvenes lo que significa ser un ciudadano. Ayudar a los estudiantes a entender la Primera Enmienda a la Constitución, sus derechos y libertades, cómo funciona el gobierno, la legislación y su papel en ella, el estado de derecho, eventos actuales, el activismo y la abogacía son todos los componentes para ser ciudadanos comprometidos.

10. Inspirar comportamiento aliado

Una de las herramientas más eficaces que podemos darle a la gente joven es enseñarles como ser un aliado frente a los prejuicios y la intimidación.

11. Motivar a los estudiantes a ser activos

El activismo es otra manera que la gente joven puede hacer algo contra los prejuicios, la discriminación y el odio que ven en sus escuelas, comunidad, vecindario y en el mundo - y pro-activamente mejorarlo. El activismo puede tomar muchas formas: enseñando a los demás, abogando por políticas en la escuela o legislativas, demostrando en marchas, creando una campaña pública de concientización en línea, escribiendo cartas, siendo voluntarios, recaudando fondos, organizando o firmando una petición, etc. El activismo es un antídoto poderoso a los sentimientos de impotencia y una parte importante de ser ciudadanos.

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11 Ways Schools Can Help Students Feel Safe in Challenging Times (en Español)

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In recent years, we have seen alarming images and biased language in schools and universities: name-calling, hate-filled taunts, vandalism, racial slurs and epithets, offensive graffiti on desks and bathroom walls. In addition, many young people-especially those whose identities have been targeted publicly with words and actions-are fearful and worried.

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This article goes after the more nuanced forms of bias in a learning environment, and opens the door to having discussions with students. While the information is useful for all ages, direct discussions with students during the proposed activities would likely have more success in older grades, such as 6-12.

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At the foundation of early education is the belief that all students have inherent worth and should be treated with equity. Regardless of a child's gender, socioeconomic status, or other background factors, every person has the ability to succeed in school.

But even when we want to promote tolerance, subconscious attitudes can prevent us from treating students fairly.[6] These attitudes are called implicit biases, and they often rely on inaccurate or stereotyped information. If we're unaware of them, however, they can be particularly difficult to correct.

By understanding your own implicit biases, you can make your classroom a safer place for everyone. Read on to discover a few examples of implicit bias and how educators can combat them to promote diversity in schools.

Defining Implicit vs. Explicit Bias

To better understand how teachers can prevent implicit stereotypes from entering the classroom, it's important to understand what, exactly, they are. The definition of implicit bias is an unconscious attitude or stereotype that affects our actions, beliefs, and memories.[1] When we're unaware of these attitudes we may hold, they can lead to unintentional discrimination.[21]

Why do implicit biases happen? Our minds process about 11 million bits of information every second, so our brains often resort to stereotypes as a shortcut to make sense of so much information quickly.[9] The more information we're exposed to, even if the information is unfair or inaccurate, the stronger and more deeply ingrained our biases become. Our cultural backgrounds, lived experiences, and exposure to certain beliefs can all contribute to our implicit biases.[22]

There is a difference, however, between an implicit and an explicit bias. Explicit biases are conscious attitudes that a person holds, which can be measured through self-reports in ways that implicit ones can't. In many cases, a person's explicit biases might not match their implicit biases.[8] Someone could, for example, explicitly believe in gender equality but implicitly treat women unfairly.

Though unintentional, these subconscious attitudes can create destructive outcomes like gender or racial biases in education.[22] For this reason, it's all the more important for teachers to recognize and overcome their implicit stereotypes.

Implicit Bias Can Worsen the Achievement Gap in Education

Even when teachers have good intentions, implicit biases can cause unfairness and discourage diversity in education.[9] Part of this is because the makeup of the teaching field does not represent the demographic of students they serve. Minority groups, for example, make up over half of all U.S. students, yet 84% of all teachers are white.[1] In part because of implicit biases, minority students are at a higher risk for school failure and negative experiences with their teachers.[17]

Because of this disparity between minority students and their predominantly white teachers, an educator's implicit biases can cause them to project different outcomes for marginalized students and unconsciously help them less.[14] Achievement gap statistics show that children from under-resourced and minority families are most likely to fall behind in school, but not due to their own potential. And due to limited time and resources at home, many under-resourced children are already behind by the time they enter school.[20]

Unconscious racial bias is one of the biggest barriers to closing the achievement gap between white children and students of color, particularly those who come from under-resourced homes.[12] In these cases, socioeconomic disparities between students and social segregation within schools can also worsen existing achievement gaps.[13] Without training on how to better accommodate these students and avoid implicit biases, teachers may treat them differently than their peers.

Teachers are most likely to act on their implicit biases in the following situations:[9]

When they have vague or incomplete information about a topic or student

When they're acting under time constraints

When they're tired, burned out, or have a lot on their plate

Unfortunately, teaching is such an intensive job that many educators work under these situations every day. But culturally responsive teaching can help close the achievement gap and prevent discrimination in school.[11] By recognizing examples of implicit bias in education and making a conscious effort to improve, teachers can make their schools a better place for each of their students.

How to Use Implicit Bias Training to Embrace Diversity

Although many teachers understand the importance of diversity in schools, few are good at estimating their own implicit biases.[17] Teachers from privileged backgrounds, for example, are more likely to show subconscious biases than their colleagues with marginalized identities.[15] Luckily, educators are starting to understand the benefits of inclusion training to combat implicit bias and close the achievement gap.

Implicit bias is like a bad habit: with practice and self-awareness, we can reduce it over time. A 12-week study found that implicit bias training can significantly reduce racial biases.[2] In addition to implicit bias activities and training, teachers can take an Implicit Association Test to discover their own subconscious stereotypes.

Harvard University's Project Implicit offers a variety of free online tests to help people measure their implicit biases related to a variety of different factors, such as:[10]

Race or ethnicity

Disability

Gender or sexual orientation

Religion

Skin tone

Simply being aware of what implicit biases are and how they can affect judgment can help educators better treat their students and colleagues with equity.[1] Adding antidiscrimination laws to your school or classroom rules can also help everyone feel safe and like they belong.[4] Additionally, administrators can work to hire faculty members from a variety of different backgrounds and lived experiences. Friendships and regular contact between people from different backgrounds is particularly proven to fight implicit bias.[3]

5 Tips and Activities That Promote Diversity in the Classroom

Teachers aren't the only people who can make their schools a safer place through diversity training. Children also often display implicit biases from a young age, especially those who come from privileged backgrounds.[5] But luckily, implicit bias activities can teach students to avoid treating their peers unfairly because of subconscious stereotypes.

Use these five diversity activities and teaching tips to help your students recognize and overcome implicit biases against their classmates:

Get-to-know-you games can help students bond over similarities instead of differences. Whether you're closer to the first or last day of the school year, use icebreaker activities to bring your classroom together.[19]

Mindful meditation can reduce implicit bias by encouraging reflection and self-awareness. If your class is too young for a full meditation session, try practicing breathing exercises instead.[7]

Teach curriculum that promotes tolerance towards people of all backgrounds, particularly those from stigmatized groups.[8] A few children's books that encourage inclusion are Last Stop on Market Street by Matt de la Peña and Christian Robinson, Chrysanthemum by Kevin Henkes, and Lovely by Jess Hong.

Celebrate holidays that promote inclusivity in class, like Martin Luther King Jr. Day or Autism Awareness Month.

Adapt school activities for students with disabilities so that every child in class can play. If you have a student who uses a wheelchair, for example, find ways to include them in outdoor games.[18]

Sources:
The National Education Association (NEA). Confronting Implicit Bias Through Exemplary Educator Preparation. Retrieved from nea.org: https://www.nea.org/assets/docs/23840%20Confronting%20Implicit%20Bias%20Thru%20Exemp%20Teacher%20Prep-v2.pdf.[1]

Devine, P.G., Forscher, P.S., Austin, A.J., Cox, W.T.L. Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, November 2012, 48(6), pp. 1267-1278.[2]

Aberson, C.L., Shoemaker, C., Tomolillo, C. Implicit Bias and Contact: The Role of Interethnic Friendships. The Journal of Social Psychology, June 2004, 144(3), pp. 335-347.[3]

Beagenstos, S.R. Implicit Bias, "Science," and Antidiscrimination Law. Harvard Law and Policy Review, 2007, pp. 477-493.[4]

Newheiser, A., Olson, K.R. White and Black American children's implicit intergroup bias. Journal of Experimental Social Psychology, January 2012, 48(1), pp. 264-270.[5]

Kelly, D., and Roedder, E. Racial Cognition and the Ethics of Implicit Bias. Philosophy Compass, May 2008, 3(3), pp. 522-540.[6]

Lueke, A., and Gibson, B. Mindfulness Meditation Reduces Implicit Age and Race Bias: The Role of Reduced Automaticity of Responding. Social Psychology and Personality Science, 2015, 6(3), pp. 284-291.[7]

Stanford Encyclopedia of Philosophy. Implicit Bias. Retrieved from stanford.edu: https://plato.stanford.edu/entries/implicit-bias/.[8]

Staats, C. Understanding Implicit Bias: What Educators Should Know. American Educator, 2015, 39(4), pp. 29-33.[9]

Project Implicit. Take a Test. Retrieved from harvard.edu: https://implicit.harvard.edu/implicit/takeatest.html.[10]

Howard, D. Want to Fix the Achievement Gap? Reconsider How You Teach. Retrieved from educationpost.org: https://educationpost.org/want-to-fix-the-achievement-gap-change-how-you-teach/.[11]

Harrington, T. Educator asks teachers to examine unconscious racial bias. Retrieved from edsource.org: https://edsource.org/2018/closing-the-achievement-gap-requires-teachers-to-examine-their-unconscious-racial-bias-teacher-trainer-says/595408.[12]

Johns. D.J. Disrupting Implicit Racial Bias and Other Forms of Discrimination to Improve Access, Achievement, and Wellness for Students of Color. Retrieved from ed.gov: https://sites.ed.gov/whieeaa/files/2016/10/Disrupting-Implicit-Bias-FINAL.pdf.[13]

Castillo, J.E., Downer, J.T., and Corbin, C.M. The Link between Teachers' Implicit Bias, Exclusionary Discipline, and Expectations for Students: Does the Racial/Ethnic Match between Teachers and Students Matter? Retrieved from virginia.edu: https://curry.virginia.edu/uploads/resourceLibrary/SURP_2017_Research_Presentation_Jasmin_Castillo.pdf.[14]

Schlosser, E. Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap. The University of Southern Mississippi Center for Science and Mathematics Education, December 2017, pp. 1-71.[15]

Diallo, A. Teachers go to school on racial bias. Retrieved from hechingerreport.org: https://hechingerreport.org/teachers-go-to-school-on-racial-bias/ [16]

Van Den Bergh, L. The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap. American Educational Research Journal, June 2010, 47(2), pp. 497-527.[17]

West Virginia University Office of Human Resources. Diversity and Inclusion Activities. Retrieved from uh.edu: https://www.uh.edu/cdi/diversity_education/resources/activities/pdf/Inclusion_Activities_Book.pdf [18]

Clark, D. Diversity Activities and Ice-Breakers. Retrieved from nwlink.com: http://www.nwlink.com/~donclark/leader/diverse2.html.[19]

Reardon, S.F. The Widening Income Achievement Gap. Educational Leadership, May 2013, 70(3), pp. 10-16.[20]

Payne, B.K., and Vuletich, H.A. Policy Insights From Advances in Implicit Bias Research. Policy Insights from the Behavioral and Brain Sciences, 2018, 5(1), pp. 45-51.[21]

Handelsman, J., and Sakraney, N. Implicit Bias. Retrieved from archives.gov: https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/bias_9-14-15_final.pdf.[22]

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How to Promote Diversity in the Classroom: Recognize and Challenge Implicit Bias - Waterford.org

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Discover a few examples of implicit bias in education and how educators can combat them to promote diversity in their schools.

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Another introductory article on recognizing and confronting bias in our classrooms. Relevant for all ages.

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NEA is growing the movement to win education justice for our students, schools, and communities.

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Good introduction to the concept of bias, and methods to identify and address it where it exists. Relevant for all ages.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.