Category Teacher Tips

Social justice is not just a concept for activism—it’s a framework that can transform how we teach American history from preschool through high school. For too long, history education has centered dominant narratives while marginalizing the experiences, voices, and contributions of entire communities. As educators, we have the opportunity—and responsibility—to reframe history through a lens of equity, truth, and inclusion.

By teaching American history through the lens of social justice, we help students recognize patterns of inequality, build empathy, and understand their role in shaping a more just society. Whether you work with young children or teenagers, this approach fosters critical thinking and creates space for all students to see themselves reflected in the curriculum.

Here are 5 powerful ways to begin reframing American history through the lens of social justice in your classroom:

1. Center Voices That Have Been Silenced

One of the most important ways to teach history through a social justice lens is to intentionally include the voices of those traditionally left out of textbooks. This includes Indigenous peoples, African Americans, Latinx communities, Asian Americans, immigrants, and others whose stories have been overlooked or distorted.

How to do it:

• In early grades, use picture books like “Fry Bread” or “We Are Water Protectors” to introduce Indigenous culture and activism.
• In middle and high school, incorporate speeches, letters, and oral histories from diverse historical figures such as Fannie Lou Hamer, Dolores Huerta, or Bayard Rustin.

Including these perspectives deepens students’ understanding of history and reinforces that multiple truths can—and should—coexist.

2. Examine Systems of Power, Not Just People

Traditional history often focuses on key individuals and events. A social justice approach looks at systems—the laws, structures, and policies that shaped people’s lives and continue to influence society today.

How to do it:

• When discussing the Civil War, it includes lessons on systemic slavery and the economic structures it upheld—not just battles and generals.
• Teach about redlining, immigration laws, and Indigenous land dispossession as part of American development, not as side notes.

This gives students a more accurate, comprehensive understanding of how injustice is built—and how it can be dismantled.

3. Make Clear Connections Between Past and Present

History doesn’t exist in a vacuum. A social justice lens allows students to explore how historical injustices connect to current social issues and movements.

How to do it:

• After studying the Civil Rights Movement, invite students to analyze how voting rights are still being challenged today.
• In younger grades, they connect stories about fairness or friendship to community values and kindness campaigns.

Helping students link the past with the present empowers them to think critically about the world around them—and to see themselves as part of the ongoing work of justice.

4. Reflect Inclusion in Your Classroom Environment

Representation matters. Students should see each other in the materials, visuals, and celebrations in your classroom. A social justice approach means creating an inclusive space where every child feels seen, heard, and valued.

How to do it:

• Audit your library and bulletin boards for cultural and identity diversity.
• Celebrate a wide range of holidays and history months.
• Use student-centered projects that allow them to explore their own family and community histories.

Representation isn’t just visuality in the stories we tell and the respect we show for all identities and experiences.

5. Encourage Action and Empowerment

Teaching social justice means encouraging students to think about how they can contribute to a fairer society. Age-appropriate activism and civic engagement can help students see that they are not just observers of history, they are changemakers.

How to do it:

• After exploring environmental justice, lead a recycling or community clean-up project.
• Create a classroom “action board” where students post ideas for kindness, inclusion, and equity at school.

Empowering students to act builds confidence, compassion, and a lifelong commitment to justice.

Social Justice Final Thoughts

Teaching history through a social justice lens doesn’t mean discarding the past—it means telling a completer and more truthful version of it. When we honor the complexity of American history and include the stories of those who struggled, resisted, and led change, we prepare our students for a future rooted in understanding, fairness, and empathy.

Whether you teach preschool or high school, you have the power to shape how your students see the world—and their place in it. By using these five powerful strategies, you can transform your classroom into a space of truth, equity, and hope.

Dr. Derrick Campbell

moreinfo@quarantineracism.com

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A truly effective history lesson should not only cover major events and figures, but also include the stories, struggles, and triumphs of groups often left out of the traditional narrative. For far too long, African American history—and that of many other marginalized communities—has been taught as an afterthought, reduced to a few figures or a single month. But history is incomplete without the voices of those who shaped it in powerful but often ignored ways.

Here’s how educators can design a more inclusive history lesson that centers underrepresented perspectives—especially those from African American communities.

1. Start with an Honest Audit

Begin by examining your current curriculum. Ask: Whose stories are we telling? Whose voices are missing? In many classrooms, African American history is limited to slavery and the Civil Rights Movement. While these are essential topics, they don’t reflect the full complexity and richness of Black contributions to U.S. history.

Expand your history lessons to include stories of Black entrepreneurs during Reconstruction, the Harlem Renaissance, the Great Migration, and Black-led resistance movements across centuries.

2. Center Primary Sources from African Americans for the history lesson

A powerful history lesson relies on authentic voices. Go beyond textbook summaries and include primary sources from African American individuals—enslaved people, abolitionists, authors, artists, freedom fighters, and everyday citizens.

Use:

• Frederick Douglass’s speeches and autobiographies
• Harriet Jacobs’ Incidents in the Life of a Slave Girl
• Zora Neale Hurston’s interviews with formerly enslaved people through the WPA
• Langston Hughes’ poetry about racial identity and pride

These first-hand accounts allow students to hear directly from those who lived through historical events.

3. Reframe Key Events Through African American Eyes

Transform your history lesson by asking students to explore events from different perspectives. For example:

• How did the Emancipation Proclamation affect freedmen in the South vs. free Black communities in the North?
• What was the Black experience during westward expansion, as Buffalo Soldiers or as Exodusters fleeing Jim Crow violence?
• How did Black soldiers in WWII reconcile fighting for freedom abroad while facing segregation at home?

This kind of inquiry builds empathy, curiosity, and a deeper understanding of systemic inequality.

4. Diversify Historical Figures

History lessons often repeat the same names—Washington, Lincoln, Franklin—but they leave out countless African American changemakers who shaped the same events.

Introduce students to:

• Ida B. Wells, who led national campaigns against lynching
• Carter G. Woodson, the “Father of Black History,” who founded Negro History Week (now Black History Month)
• Bayard Rustin, an openly gay civil rights strategist behind the March on Washington
• Madam C.J. Walker, America’s first female self-made millionaire

Highlighting these figures affirms the breadth of African American leadership in every aspect of society—business, politics, education, and activism.

5. Make Connections to Present-Day Struggles

Students are more engaged when they see how a history lesson relates to their world. Connect past movements to present ones:

• Link Jim Crow laws to present-day voter suppression
• Tie the legacy of redlining to today’s racial wealth gap
• Compare student activism during the Civil Rights era to modern Black youth-led movements like Black Lives Matter

These discussions help students understand how history shapes current policies, beliefs, and identities.

6. Use Culturally Responsive Teaching Strategies

A culturally responsive history lesson goes beyond content—it acknowledges students’ lived experiences and affirms their cultural identity. Create space for students to:

• Share their family histories or local community stories
• Research unsung Black heroes in their city or state
• Analyze how textbooks have historically erased or misrepresented Black contributions

This approach builds student voice and fosters critical thinking.

7. Avoid Tokenism—Embed African American History Year-Round

Black history is American history. It shouldn’t be limited to February. Make African American stories part of every historical unit:

• Include enslaved and free Black people’s roles in the American Revolution
• Highlight Black political leaders during Reconstruction, such as Hiram Revels
• Discuss the Great Migration during units on industrialization and urbanization
• Explore Black cultural impact during the Jazz Age, civil disobedience in the 1960s, and present-day social justice organizing

By embedding Black history into every lesson, students come to see it as essential—not supplemental.

8. Leverage Multimedia and Diverse Creators

Use documentaries like Eyes on the Prize or Ava DuVernay’s 13th, podcasts like 1619 or Throughline, and books by scholars like Ibram X. Kendi or Nikole Hannah-Jones. Be intentional about sourcing material from Black creators who bring cultural authenticity and scholarly insight.

This modernizes the history lesson and allows students to engage with history through multiple forms of media.

9. Encourage Critical Reflection

End each history lesson by asking: Who got left out? What would change if we told the story differently? Students can journal, discuss, or debate these questions, which help them build historical empathy and recognize bias in traditional narratives.

Final Thoughts

An inclusive history lesson empowers students to see themselves in the story of our nation. When African American voices—and those of other marginalized groups—are woven into the core of history instruction, students gain a more honest, complex, and inspiring view of the past.

By teaching underrepresented perspectives with intention and respect, educators help create a new generation that values truth, justice, and a shared responsibility to build a better future.

Dr. Derrick Campbell

moreinfo@quarantineracism,.com

Teachers should never say words that damage a student’s sense of identity, worth, or belonging—yet some phrases, though well-meaning, do just that. Every word spoken in the classroom shapes more than behavior; it shapes how students see themselves, how they feel about learning, and how safe they feel to participate. The power of language in education goes far beyond instruction—it directly influences student motivation, self-esteem, and emotional well-being.

Teachers play one of the most significant roles in a child’s development, and often, the language used in moments of correction, praise, or feedback becomes deeply internalized by students. This is especially true for students from historically marginalized backgrounds, who may already feel invisible, stereotyped, or underestimated. Phrases that seem harmless or routine can carry unintended messages that reinforce those feelings—subtly telling a student they are not enough or do not belong.

To foster an inclusive, growth-oriented, and affirming learning environment, it is essential to recognize the words teachers should never say and replace them with intentional language that uplifts and empowers.

Let’s explore five commonly used words or phrases that educators should avoid—and what to say instead.

1. Teachers should never say “Smart” (as a fixed identity)

Labeling a student as “smart” may appear positive, but it can lead to a fixed mindset, where intelligence is viewed as something innate rather than developed. Students praised only for being smart may avoid risks or challenges for fear of no longer appearing “smart” if they fail.

Say this instead:

• “I see how much effort you put into solving that.”
• “You’re growing because you’re willing to try new strategies.”

Praising effort and perseverance promotes a growth mindset and builds long-term resilience.

2. Teachers should never say “Lazy”

This word blames students for disengagement without exploring the root cause. When students are called “lazy,” it often masks deeper issues—such as learning difficulties, trauma, or lack of motivation due to disconnection.

Say this instead:

• “I noticed you’re having a hard time getting started—how can I help?”
• “Let’s figure out what’s holding you back.”

Using empathetic, supportive language communicates that you see the student’s potential and want to help them succeed.

3. Teachers should never say “Disruptive”

Calling a student “disruptive” may seem like a classroom management shortcut, but it often singles out students unfairly and disproportionately affects students of color. It labels behavior without context and can damage relationships and trust.

Say this instead:

• “Let’s take a moment to reset—what do you need right now?”
• “Can we work together to make this space work for everyone?”

Shifting to restorative language helps maintain a sense of belonging and encourages self-regulation.

4. Teachers should never say “Wrong” (without encouragement)

Telling a student they are “wrong” without offering constructive guidance can shut down participation and discourage learning. Mistakes should be framed as natural and necessary steps in the learning process.

Say this instead:

• “You’re on the right track—let’s take another look.”
• “That’s an interesting approach—what else might work?”

This helps students feel safe to take risks and stay engaged.

5. “English only”

In multilingual classrooms, telling students to speak only English can invalidate their cultural identity and suggest that their home language is inferior. This can create emotional distance and reduce engagement.

Say this instead:

• “Feel free to use your home language to support your learning.”
• “How do you say that in your language? Let’s compare ideas.”

When students see their language and culture as assets, they feel more confident, respected, and ready to contribute.

Final Thoughts

Intentional language is a foundational part of equitable teaching. By removing the words teachers should never say and replacing them with inclusive, growth-oriented alternatives, educators communicate trust, belief, and respect. These subtle shifts can have a profound impact on how students see themselves—not just in school, but in life.

Remember, the goal isn’t perfection—it’s awareness. With each word we speak, we have the opportunity to build stronger connections and safer spaces where every student can thrive.

Dr. Derrick Campbell

CEO

moreinfo@quarantineracism.com

Culturally responsive language in education plays a vital role in today’s increasingly diverse classrooms, where fostering a sense of belonging among students is more important than ever. As one of the most powerful—and often underestimated—tools available to educators, culturally responsive language in education can foster inclusion, build trust, and affirm student identity—key components of a thriving and equitable learning environment.

What Is Culturally Responsive Language in Education?

Culturally responsive language in education refers to the intentional use of words, phrases, and communication practices that honor students’ cultural, racial, linguistic, and social identities. It goes beyond avoiding offensive language, it actively embraces diversity and affirms each student’s right to feel respected, valued, and seen in the classroom.

This approach aligns with the broader framework of culturally responsive teaching, which emphasizes using students’ cultural experiences as tools for learning and engagement.

Why Language Matters

Language is not neutral. It can uplift or diminish. In educational settings, the words educators use can either create a sense of connection or alienation. Students from historically marginalized communities—such as Black, Indigenous, Latinx, Asian, immigrant, multilingual students—are especially vulnerable to feeling invisible or stereotyped when educators use biased or non-inclusive language.

When educators use culturally responsive language in education, they acknowledge and affirm students lived experiences, creating a foundation for equity, safety, and belonging.

Practical Examples of Culturally Responsive Language

Here are some ways teachers can integrate culturally responsive language into daily practice:

• Affirming Names and Pronunciations: Taking the time to learn and correctly pronounce every student’s name shows respect for their cultural identity.
  • Instead of: “That’s too hard to say.”
  • Say: “I want to say your name the right way—can you help me?”
• Using Inclusive Phrases: Avoid gendered or heteronormative assumptions.
  • Instead of: “Moms and dads, please sign the permission slip.”
  • Say: “Families and caregivers, please sign the permission slip.”
• Framing Students as Assets: Use language that highlights students’ strengths and potential.
  • Instead of: “These kids are low-performing.”
  • Say: “These students are developing key skills and showing resilience.”
• Being Mindful of Dialects and Code-Switching: Avoid correcting or policing non-standard English unless teaching academic language explicitly.
  • Recognize all dialects (e.g., African American Vernacular English, Spanglish) as valid forms of communication.

The Impact on Student Belonging

When educators use culturally responsive language in education, students are more likely to:

• Feel Safe: They experience the classroom as a space where their identities are affirmed.
• Engage Actively: Students who feel seen are more likely to participate, take academic risks, and collaborate.
• Build Relationships: Language that respects students fosters stronger student-teacher trust.
• Develop Positive Identity: Students begin to see their culture and language as strengths, not liabilities.

Belonging is not just an emotional state—it is deeply connected to academic outcomes. Research consistently shows that students who feel they belong are more motivated, experience less anxiety, and have higher achievement rates.

Challenges and Missteps to Avoid

Even well-meaning educators can unintentionally use language that harms. Here are common missteps to be aware of:

• Stereotyping: Making generalizations about cultural groups (e.g., “Asian students are always good at math”) reinforces harmful assumptions.
• Erasure: Ignoring a student’s cultural identity or asking them to “just fit in” with dominant norms.
• Microaggressions: Subtle comments that question a student’s identity, such as “You don’t sound Black,” or “Where are you really from?”

Overcoming these challenges requires ongoing reflection, professional development, and an openness to learning from students and families.

Strategies for Implementation

Here are actionable steps schools can take to promote culturally responsive language in education:

1. Professional Development: Provide training on bias, inclusive communication, and equity-centered pedagogy.
2. Review Materials: Audit curriculum, forms, and announcements for language that may exclude or marginalize students.
3. Create Norms: Establish classroom language norms that center respect and inclusivity.
4. Involve Students: Let students share their perspectives and preferences about how they want to be addressed and represented.
5. Celebrate Diversity: Incorporate multilingual signage, student-led cultural projects, and literature from diverse voices.

Conclusion

Culturally responsive language is more than a communication tool—it is a bridge to equity. In classrooms where students hear their names, cultures, and identities reflected positively, they are more likely to feel that they belong. And when students belong, they thrive.

By embracing culturally responsive language in education, educators not only build stronger connections but also lay the foundation for academic success and lifelong self-worth. It starts with the words we choose—because language shapes learning, and learning should affirm every learner.

Dr. Campbell

moreinfo@quarantineracism.com

Building strong teacher-student relationships is essential to achieving racial equity in education. When educators intentionally foster inclusive, respectful, and culturally responsive relationships, they help create classrooms where every student—especially those from historically marginalized racial groups—can thrive.

Despite growing awareness of educational disparities, many students of color still encounter environments where their identities are overlooked or misunderstood. Educators play a key role in reversing this trend by ensuring that every student feels seen, valued, and safe. Below are five powerful ways teachers can promote racial equity in education by strengthening the relationships they build with their students.

1. Begin with Self-Awareness and Continuous Learning

Advancing racial equity in education begins with self-reflection. Teachers must examine their own racial identities, biases, and perspectives before they can build authentic relationships with students from different backgrounds.

Implicit bias can shape classroom expectations, interactions, and discipline decisions—often without the teacher even realizing it. Professional development on cultural competency and anti-racist education provides valuable tools for recognizing and addressing these biases. Educators can also deepen their learning by reading books by scholars of color, joining equity-focused workshops, and engaging in conversations that challenge their thinking.

Key Action: Embrace self-reflection and commit to lifelong learning around racial equity and inclusive practices.

2. Honor Student Identity in Everyday Teaching

One of the most effective ways to promote racial equity in education is by affirming students’ cultural and racial identities throughout the school day. Teachers can do this by including diverse perspectives in the curriculum, celebrating cultural heritage in the classroom, and creating space for students to share their experiences.

Affirmation should be more than a one-time event. It should be woven into classroom visuals, literature selections, project topics, and classroom discussions. When students see themselves positively reflected in their learning environment, it enhances their confidence and engagement.

Key Action: Make student identity visible and valued through curriculum, classroom design, and daily interactions.

3. Use Culturally Responsive Teaching Practices

Culturally responsive teaching (CRT) is a powerful approach that directly supports racial equity in education. It requires educators to connect academic content with students’ cultural backgrounds and lived experiences, making learning more meaningful and relevant.

Teachers should provide multiple ways for students to demonstrate knowledge, recognize different communication styles, and incorporate real-world issues—like social justice or community advocacy—into lessons. CRT not only increases academic achievement but also empowers students to take pride in their heritage and see themselves as capable change-makers.

Key Action: Design lessons that reflect your students’ identities and promote dialogue around fairness, justice, and equity.

4. Build Trust Through Relationship-Centered Practices

Trust is the foundation of all meaningful teacher-student relationships. For students from racially marginalized groups, trust must be intentionally earned through consistency, respect, and genuine care.

To advance racial equity in education, teachers must prioritize listening, empathy, and connection. This might include regular check-ins, classroom circles, or collaborative classroom agreements. When issues arise, restorative practices should replace punitive discipline. This helps students feel safe while learning accountability.

Key Action: Build trust by showing up consistently, listening deeply, and responding with compassion and fairness.

5. Partner with Families and Challenge Injustice

Racially inclusive classrooms extend beyond the walls of the school. Partnering with families—particularly those from underrepresented racial communities—is key to advancing racial equity in education. Teachers should approach families with cultural humility and use multiple, accessible ways to communicate (texts, translated notes, phone calls, etc.).

In addition to building trust with families, educators must advocate for systemic change. This means questioning and addressing inequitable policies such as disproportionate discipline, tracking, and underrepresentation in advanced coursework. Teachers can use their voices to push for school-wide practices that ensure access, opportunity, and dignity for all students.

Key Action: Build inclusive partnerships with families and become an advocate for racial justice within your school.

Conclusion: Every Relationship is a Step Toward Equity

Promoting racial equity in education starts with the relationships we build each day. These relationships can either reinforce the status quo—or they can serve as the foundation for transformation. Educators who choose to connect, affirm, and uplift their students are creating classrooms where every child has the chance to thrive.

It doesn’t require perfection—just purpose. The daily actions of listening, learning, affirming, and advocating lead to equity one student, one classroom, and one school at a time.

What step will you take tomorrow to move closer to equity today?

Dr. Campbell

CEO

moreinfo@Quarantineracism.com

In today’s diverse PreK–12 classrooms, the power of language cannot be overstated. Words have the ability to uplift or wound, often in ways we don’t immediately recognize. Microaggressions, subtle and often unintentional slights directed at marginalized students, can deeply impact a child’s academic performance, sense of identity, and emotional health. Recognizing and eliminating microaggressions in classroom language is not only a moral obligation—it’s an educational necessity.

What Are Microaggressions in Classroom Language?

Microaggressions are brief, everyday verbal, behavioral, or environmental slights that communicate hostile or dismissive messages to people based on their race, gender, ability, religion, language, or other identity markers. In PreK–12 education, microaggressions often occur through language—whether spoken directly by educators or embedded in curriculum content.

Examples include:

• “You’re so articulate!” — often said to a student of color, implying surprise at their intelligence.
• “Do you even celebrate Christmas?” — assuming the dominant religion is the norm.
• “Your name is too hard to say. I’m just going to call you something else.” — erasing a student’s cultural identity.

These remarks may seem minor, but their cumulative effect is powerful. For children, who are still developing a sense of self and place in the world, such comments can undermine their confidence, connection to school, and belief in their academic abilities.

Why Microaggressions Matter in Education

The impact of microaggressions goes beyond hurt feelings. Research has shown that repeated exposure to microaggressions can lead to:

• Academic disengagement: Students who feel disrespected or unseen may shut down or withdraw from classroom activities.
• Lower self-esteem: Constant invalidation can damage a child’s sense of self-worth.
• Mental health challenges: Increased anxiety, depression, and stress are common among students who experience frequent microaggressions.
• Damaged student-teacher relationships: Trust is eroded when students feel that educators harbor biases—conscious or not.

Educators who use inclusive, thoughtful language can cultivate classrooms where all students feel respected, valued, and supported.

7 Powerful Ways to Eliminate Microaggressions in Classroom Language

1. Reflect on Your Own Biases

Understanding your own cultural lens is the first step. Take time to reflect on your assumptions and stereotypes. Consider how your words may land differently with students from varied backgrounds.

2. Use Students’ Correct Names

Names are tied to identity. Mispronouncing or anglicizing a student’s name—even unintentionally—can send the message that their culture doesn’t matter. Learn it. Practice it. Get it right.

3. Avoid Making Assumptions

Don’t assume a student’s background, religion, or home life. Questions like “Where are you really from?” or “Do your parents speak English?” imply that some students are outsiders.

4. Choose Inclusive Language

Use terms that respect all identities. For instance, say “families” instead of “moms and dads” to include students with different family structures. Avoid gendered phrases like “boys will be boys” or “act like a lady.”

5. Diversify Your Curriculum

Representation matters. Incorporate texts, examples, and historical figures from a wide range of cultures and identities. Let students see themselves reflected in what they learn.

6. Address Microaggressions When They Happen

If a student or adult makes a microaggressive comment, don’t let it slide. Address it respectfully, using it as a teachable moment. Silence can imply acceptance.

7. Create a Classroom Culture of Respect

Foster open dialogue about respect, empathy, and fairness. Encourage students to speak up when they feel hurt or excluded. Set clear norms for language and interaction.

A Call to Action for Educators

Eliminating microaggressions in classroom language doesn’t require perfection—it requires awareness and a willingness to grow. Every teacher, regardless of their background, has the power to model inclusive communication and build a classroom culture rooted in dignity.

By being intentional with our words, we show our students that they are seen, valued, and safe. That seemingly small shift in classroom language can lead to big changes in student engagement, equity, and achievement.

Conclusion

In a world where children are navigating complex identities and challenges, educators must wield their words wisely. Microaggressions in classroom language may be subtle, but their impact is real. With reflection, education, and empathy, we can move from unintentional harm to intentional inclusion—one word at a time.

Dr. Derrick Campbell

CEO

moreinfo@quarantineracism.com

The recent Chicago Public Schools investigation launched by the U.S. Department of Education has drawn national attention—but for all the wrong reasons. The investigation targets the district’s Black Student Success Plan, a bold initiative designed to close achievement gaps for Black students. Yet what remains largely unexamined is the quiet persistence of programs and policies that have long benefited white students without question or consequence.

If civil rights are the Department of Education’s concern, it must look beyond race-conscious equity programs and turn its attention to the systemic racial bias embedded in so-called “neutral” educational practices—practices that continue to privilege white students at every level of public education.

What the Chicago Public Schools Investigation Misses

The Chicago Public Schools investigation centers on a plan that aims to remedy generational harm and educational neglect. Critics claim that by focusing on Black students, CPS may be engaging in race-based discrimination. However, this narrative overlooks a central fact: public education in America has always prioritized white students, whether intentionally or by default.

From gifted programs to school funding, the system is not race-neutral. It is racially structured, and the absence of intentional equity measures only deepens existing disparities.

Five Education Programs That Deserve Federal Investigation

If the Department of Education is willing to investigate targeted equity programs like those in Chicago Public Schools, then it should also investigate programs that reinforce white educational privilege. Here are five areas in urgent need of federal scrutiny:

1. Gifted and Talented Education

National data consistently shows that white and Asian students are overrepresented in gifted programs, while Black and Latino students are underrepresented—even when they show the same academic potential. This results from biased testing, subjective teacher recommendations, and limited outreach in underserved communities.

If equity programs can be probed, so should systems that quietly exclude students of color from academic enrichment.

2. Advanced Placement (AP) and Honors Course Access

Many majority-white schools offer a wide range of AP and honors courses, while schools in Black and Latino communities often have fewer options. Even when courses are available, barriers like prerequisites and teacher referrals keep students of color out.

The Department of Education should investigate whether districts receiving federal funding are in violation of Title VI for failing to provide equal academic opportunity.

3. Legacy Admissions in Higher Education

Legacy admissions at colleges and universities—especially those receiving federal aid—disproportionately benefit white applicants because their families have historically had greater access to elite education. These policies reinforce generational advantage while limiting pathways for first-generation and non-white students.

It’s time for the federal government to question whether legacy preferences constitute systemic racial bias in admissions.

4. Public School Funding Linked to Property Taxes

The wealth of a school district often depends on the racial and economic makeup of the surrounding neighborhood. White-majority communities typically have better-funded schools with more resources, better facilities, and higher-paid teachers.

This structural funding inequity should be investigated under Title VI as a potential violation of students’ rights to equal education.

5. Academic Tracking Systems

From early elementary grades, tracking often funnels students into rigid academic paths. Studies show that Black and Latino students are disproportionately placed in lower-level or remedial tracks, even when their performance suggests otherwise.

An investigation could determine whether these systems act as gatekeepers to opportunity and whether they reflect unconscious racial bias on the part of educators or administrators.

The Double Standard of the Chicago Public Schools Investigation

The Chicago Public Schools investigation represents a broader trend: challenging programs that support marginalized students while ignoring the mechanisms that uphold white educational advantage. Equity programs become suspect, while privilege remains unexamined.

This double standard undermines the intent of Title VI, which was designed to eliminate racial discrimination, not to punish institutions for attempting to correct it.

What the Department of Education Should Do Next

To truly uphold civil rights, the Department of Education must:

• Investigate racially inequitable outcomes in funding, course access, and tracking
• Audit schools and universities for legacy-based and race-correlated admissions policies
• Support equity-based plans rather than penalize them
• Issue guidance on how to balance targeted support with federal compliance
• Ensure that equity efforts are protected—not punished under the law

Conclusion: Balance the Scales of Justice

If the goal of the Chicago Public Schools investigation is to ensure fair treatment of all students, it must be paired with a broader effort to dismantle structural advantages that have benefited white students for generations. Investigating equity efforts while ignoring white-centered privilege is not fairness—it’s preservation of inequality.

The Department of Education must stop sending the message that equity is illegal while ignoring the quiet, legal-looking systems of exclusion. Racial justice in education will never be achieved until we investigate all sides of the system—especially the ones designed to remain invisible.

Executive Order 14280 Protection for Schools

When President Donald Trump signed Executive Order 14280 in April 2025, titled “Reinstating Common Sense School Discipline Policies,” it marked a sharp shift in federal school discipline guidance. The order removed prior requirements that encouraged schools to consider racial disparities in disciplinary outcomes—stating instead that discipline should be applied strictly based on behavior, not demographic data.

While some hailed this as a return to consistency and fairness, many educators and advocates are sounding the alarm. The reason? Black students have historically faced disproportionately harsh discipline, and the rollback of equity-based considerations under Executive Order 14280 could make those disparities even worse.

This blog explores how school leaders and educators can stay in compliance with the new federal mandate while continuing to protect students from unfair treatment and advance educational equity.

What Is Executive Order 14280?

Executive Order 14280 is a federal directive that revokes previous guidance focused on eliminating racial disparities in school discipline. Instead, it directs schools to apply the same rules uniformly to all students, without factoring in demographic trends or systemic bias.

The order claims to restore school safety by removing what it calls “ideological interference.” But data shows that Black students, particularly boys, are more likely to be suspended, expelled, or referred to law enforcement for the same behaviors exhibited by their white peers. Removing equity tools could allow those trends to worsen unchecked.

6 Steps Schools Can Take to Maintain Equity

Despite the implications of Executive Order 14280, there are still powerful ways schools can ensure fair and inclusive learning environments. Here’s how:

1. Follow State and Local Equity Laws

Many states, like California and Illinois, have their own laws to reduce racial disparities in discipline. These laws often prohibit suspensions for vague offenses like “willful defiance.” Schools should review their local regulations and ensure that school policies align with these protections—even while adhering to federal requirements.

2. Train Staff on Implicit Bias

Ongoing professional development is key. Teachers and school leaders must learn to recognize how implicit bias and cultural misunderstanding affect disciplinary decisions. Training should cover culturally responsive practices, trauma-informed care, and strategies to de-escalate behavior before it leads to removal from the classroom.

3. Adopt Restorative Justice and SEL

Instead of relying on suspension or expulsion, use restorative justice practices that emphasize relationship-building and accountability. These can include:

• Restorative circles
• Conflict resolution meetings
• Peer mediation
  Social-emotional learning (SEL) also plays a role by helping students manage emotions, build empathy, and resolve conflicts peacefully.
• Promoting Positive Racial Teacher Student Classroom Relationships
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4. Track and Analyze Discipline Data

While Executive Order 14280 limits demographic considerations in disciplinary decisions, schools can still track outcomes. Monitoring trends by race, gender, and disability ensures transparency and helps identify potential inequities early. Establish a Discipline Equity Review Committee to review this data and recommend solutions.

5. Engage Students and Families

Equity isn’t just about policies—it’s about people. Create space for student and family voices by establishing equity councils, hosting forums, and conducting surveys. Include those most affected by discipline practices—especially Black students and parents—in conversations about school climate and discipline reform.

6. Communicate Transparently

Schools should publish annual discipline reports that include disaggregated data, highlight progress, and outline future goals. Sharing this information builds trust and shows a continued commitment to fairness—even under Executive Order 14280.

Why This Matters

Educators are more than rule enforcers—they are community builders. While Executive Order 14280 changes how the federal government approaches school discipline, it does not prohibit schools from continuing their work toward racial justice.

By combining compliance with strategic equity practices, schools can support all students—especially those who have historically faced disproportionate discipline. The key is to remain intentional, data-driven, and deeply committed to every student’s right to a fair and supportive education.

Have thoughts about Executive Order 14280 or strategies your school is using to maintain equity? Share them in the comments below or contact us to collaborate on resources.

Dr. Derrick Campbell

CEO

In today’s world, students are constantly surrounded by media—from social media feeds to news broadcasts, movies, and advertisements. Each piece of media presents information from a particular perspective, sometimes unintentionally shaping opinions and worldviews. Helping students recognize bias in media and society is not just an academic skill; it’s a vital life skill that empowers them to think critically, question sources, and engage as informed citizens.

The first step in helping students recognize bias is introducing the concept early in age-appropriate ways. Teachers should explain that bias means favoring one thing over another, often unfairly, and that everyone encounters biased information. Using relatable examples, such as comparing two different news stories on the same event, can help students understand that multiple perspectives exist and that media is not always neutral. The goal is to help students realize that bias is a normal part of human communication, but recognizing it strengthens their critical thinking skills.

A second important tool is teaching students to ask critical questions when engaging with media. Students should be encouraged to consider who created the message, what its purpose is, who the intended audience is, what information might be missing, and which voices are not being heard. Asking questions like “What techniques are used to attract attention?” equips students with a consistent method for evaluating a variety of media, from traditional news reports to social media posts and advertisements.

Another essential strategy involves helping students analyze the language and word choices used in media. Language has the power to subtly influence perceptions, so teaching students to notice emotionally charged words, loaded labels, and framing techniques is crucial. For example, describing a group as “freedom fighters” versus “rebels” can significantly affect how readers view the same group. Classroom activities that involve comparing headlines or analyzing articles can help students become more attuned to these subtle differences.

Media literacy tools offer valuable support for teachers aiming to develop these skills. Platforms such as the News Literacy Project’s Checkology provide interactive lessons on identifying bias, misinformation, and fact-checking, while resources like Common Sense Media and AllSides expose students to a variety of perspectives across the political spectrum. Integrating these tools into classroom routines allows students to build media literacy gradually and meaningfully.

Teaching students to compare information across multiple sources is also essential. No single source can tell the full story, so encouraging students to explore different outlets deepens their understanding. Classroom projects like a “source scavenger hunt,” where students gather and compare different reports on the same event, can make this process engaging and highlight how various media outlets emphasize different facts or perspectives.

Teachers can model critical thinking out loud by verbalizing their own thought processes when interacting with media. For instance, saying, “I notice this article doesn’t include voices from the affected community,” demonstrates critical analysis in real time. When students hear adults question media thoughtfully, they learn that critical thinking is an ongoing, active process rather than a one-time event.

Recognizing bias should not be limited to traditional news media. Entertainment media such as movies, television shows, books, and even video games also contain biases and reinforce certain stereotypes. Educators can guide students to ask questions like, “Are certain groups portrayed in a limited way?” or “Whose stories are missing?” Helping students reflect on these forms of media builds a broader, deeper critical consciousness.

Creating opportunities for open dialogue is vital, as discussions around bias often touch on sensitive issues like race, gender, class, and identity. Establishing a respectful classroom culture where all voices are valued allows students to explore complex topics without fear. Structured discussion formats such as Socratic Seminars or fishbowl discussions can encourage thoughtful participation and expose students to multiple viewpoints.

Connecting lessons about media bias to real-world impacts helps students understand the stakes involved. When students see how media portrayals influence public opinion, policymaking, and social movements, they realize that media bias shapes society in powerful ways. Analyzing current events and discussing how different portrayals of the same event can affect public perception makes the lessons more immediate and relevant.

Finally, educators should empower students not only to recognize bias but also to become ethical media creators themselves. Assignments that involve writing articles, producing videos, or designing social media posts encourage students to practice fair, accurate, and inclusive communication. In doing so, students learn that they have the power to shape media narratives responsibly and ethically.

Teaching students to recognize bias in media and society is essential for preparing them to be thoughtful, informed participants in the world. By equipping them with critical questioning skills, analytical strategies, and real-world practice, educators help students move from passive consumers of information to active, discerning thinkers. In a world saturated with messages, these tools are not just beneficial—they are necessary for nurturing the next generation of leaders, activists, and engaged citizens.

Dr. Derrick Campbell

CEO

moreinfo@quarantineracism.com

Spring is often seen as a time of renewal — a moment to clear out clutter, refresh your space, and create room for growth. But spring cleaning doesn’t just apply to our homes or offices. As educators, it’s important that we also pause and do some spring cleaning for our minds. That means recognizing and unpacking the biases we may carry — especially those that impact Black students in our PreK-12 schools.

Bias in education isn’t always loud or intentional. In fact, some of the most harmful forms of bias show up in subtle, everyday decisions — decisions that shape how Black students experience school from the time they enter preschool until they graduate high school. These biases often hide in routines, classroom expectations, grading practices, and discipline policies. And without regular reflection, these unchecked biases can create learning environments that unintentionally harm Black students by limiting their voice, punishing their culture, and lowering expectations for their success.

The first step in this spring cleaning of the mind is recognizing where bias might be hiding in our classrooms and school policies. It’s essential to ask ourselves critical questions. Who do we call on most often in class? Whose behavior gets corrected first? Are Black students allowed to show up as their full selves — in language, style, and personality — without being labeled disruptive or disrespectful? Far too often, Black students face discipline not because their behavior is more harmful but because their natural ways of communicating or expressing themselves are seen through a biased lens.

Research has long shown that Black preschoolers, for example, are suspended at higher rates than any other racial group. This is not because Black children misbehave more, but because of adult perceptions shaped by stereotypes. This adultification bias leads many teachers to view Black boys and girls as older, tougher, or more threatening than their white peers. In practice, this means a 6-year-old Black girl might get sent to the office for “attitude,” while a white peer exhibiting the same behavior is simply redirected or given grace.

To counteract this, educators must be willing to replace assumptions with curiosity. Instead of jumping to conclusions, we should ask, “What’s really going on with this student? What is this behavior trying to tell me?” Bias thrives in assumption but dissolves when met with genuine curiosity and relationship building.

Bias also shows up in what and who we teach. If Black students only see themselves in the curriculum during Black History Month, or if their only representations are tied to slavery, struggle, or civil rights, that sends a powerful message about whose stories matter year-round. Spring cleaning the curriculum means moving beyond a narrow view of Black history and ensuring that students are exposed to Black excellence, innovation, creativity, and leadership in every subject. Black students deserve to see themselves not only as survivors of hardship but also as creators, leaders, scientists, authors, and inventors.

This process of reflection must also include examining the language we use with students. Microaggressions — those small but harmful comments — can damage a student’s sense of belonging. Statements like “You’re so articulate,” when said with surprise to a Black student, or asking to touch a Black student’s hair, may seem harmless to the speaker but can feel deeply othering to the student. Spring cleaning our language means becoming mindful of how words uplift or harm and practicing language that affirms and respects every student’s identity.

Another area often impacted by bias is discipline practices. Traditional classroom management strategies often focus more on control than connection. Unfortunately, this approach tends to disproportionately punish Black students, especially when cultural communication styles — such as passionate speaking, playfulness, or expressiveness — are misread as defiance. Spring cleaning discipline practices means shifting from punishment to partnership. This can include using restorative approaches, providing students with opportunities to reflect and repair, and ensuring that grace and patience are extended to Black students as often as they are to others.

Finally, it’s important to remember that spring cleaning the mind is not a one-time event. It’s ongoing work. Unpacking bias requires daily commitment, humility, and reflection. It means letting go of outdated practices, assumptions, and stereotypes that no longer serve our students. It also means creating classrooms where Black students feel seen, valued, and celebrated — not just for surviving challenges, but for their brilliance, creativity, and humanity.

This spring, educators have an opportunity to clear away the mental clutter that gets in the way of authentic connection and equity. It’s time to sweep away stereotypes, dust off outdated curriculum, polish our language, and reimagine discipline practices that heal rather than harm. When we clean our minds in this way, we create room for joy, learning, and growth — not just for our students, but for ourselves as well. And that’s the kind of spring cleaning that leaves a lasting impact far beyond the season.

Dr. Campbell – CEO

Quarantine Racism Educational Services