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Why is that English language learner sitting in the back of the classroom and not speaking up? Maybe she just needs a friend.

Students need historic context to connect activism of the past to social issues in the present.

Educator Mica Pollock and her daughter Elea call for a legislative response to school shootings.

By distinguishing between cultural appreciation and cultural appropriation, teachers can help students better understand cultural enrichment spaces.

Despite a range of opposition, educators are committed to teaching honest history in their classrooms—and students are eager to learn.

In 1957, nine black schoolchildren enrolled at Central High School in Little Rock, Ark., and compelled the nation to live up to its promise of equality. Fifty years later, Central High's teachers and students revisit the past to help shape the future.

Over 3,000 schools across the country challenged social boundaries on national Mix It Up at Lunch Day last November. Some schools took it to the next level by actively embracing respect and inclusiveness as core values of their school communities.

Classroom discussions are usually dominated by a few “alpha” students eager to participate. We can all envision those students. Hands stretched high, fingers waving, literally or figuratively saying, “Ooh, pick me, pick me.” But how do you get that student who is desperately trying not to make eye contact with you—or anyone else in the classroom—involved in the conversation?