Articles

Scripted curricula can limit teachers and hurt morale. But living social justice ideals in the classroom still imparts valuable lessons to students.

Costumes and makeup aren’t the only markers for cultural appropriation. Dr. Neal Lester explains the prevalence of—and problems with—“figurative blackface.”

This teacher asked herself, “What do I need to know to better support this student?” The answer led to more questions.

School discipline practices often disproportionately affect students of color and students with disabilities. Use this toolkit to form a professional learning community that reflects, researches and plans together to create a more just and equitable behavior management system in your school.

This toolkit outlines an activity that uses personal reflection, writing and class discussion to address cyberbullying.

As adults and authority figures, teachers have power over their students. This toolkit is an “adult privilege” checklist teachers can use as a self-assessment tool to help them think about their own privilege in the classroom.

This toolkit provides lesson plan ideas for taking a virtual civil rights tour with your students and for bringing the voices of civil rights veterans into the classroom.

When invested and empowered, students can be equal partners in creating a productive and meaningful learning environment. This toolkit provides an inventory to allow you to reflect on how student voices and input are integrated into your classroom and school community.

This toolkit suggests one way to study the inclusiveness of your school’s climate for LGBT students and athletes. The toolkit includes suggestions for assembling a committee, possible school survey questions and follow-up steps based on the results.

This toolkit provides a lesson plan that expands students’ knowledge and understanding of the religious diversity (or lack thereof) in their city, county or state. The lesson ends with an activity around the role of interfaith coalitions in increasing religious understanding.