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Rural educators face just as many challenges as urban colleagues when it comes to helping children of color. But there are tools to help them.

We all want our schools to be safe and orderly. Our teachers should be able to focus on teaching and our children should be able to focus on learning. Sadly, though, the effort to instill greater discipline in our schools has backfired.

When students take the lead in promoting friendship and inclusivity, other students take notice!

As the number of obese and overweight children grows, so does size bias.

Tracking and ability grouping remain common practices in schools across the country despite research showing these practices contribute to segregated classes and opportunity gaps. In Walla Walla, Washington, a group of educators decided to try something different.

One South Texas school district fights for stability in the lives of homeless children.

This year is the 50th anniversary of Roald Dahl's classic children's book James and the Giant Peach. In the story, 7-year-old orphan James Henry Trotter escapes his two rotten, abusive aunts by crawling into a giant peach, which rolls, floats and flies him to a new life of wonder and love.

I was putting my 6-year-old son to bed recently when he excitedly announced that he was going to be in the school play. “Peter Pan,” he said.

How can educators enfranchise student voices for school improvement? A free toolkit—Speak Out, Listen Up!—offers some try-tomorrow strategies.

On a recent rainy afternoon, our 20 kindergarteners were kept indoors for playtime. I stood near a group of four children stringing beads for bracelets and necklaces. Levi explained he was making a bracelet for his daddy. The child next to him, Catherine, blurted out angrily, “I hate daddies!” Levi searched for words, looked at Catherine and asked, “Why do you hate daddies?” He repeated it a few times. “I don’t have a daddy,” Catherine replied. “I hate daddies.”