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No matter how educators identify or how long they have been teaching, it’s critical that they reflect on their ability to discuss race, racial (in)equality and racism—past and present—with students. This toolkit offers strategies for how educators can engage in this reflection and strengthen their practice.

Yesterday, you needed to reassure your students and keep them safe. Today, you need to tell them the truth: Everything is not OK. We have work to do, and we can do it.

Each spring, at the start of baseball season, fourth-graders at my school connect with Shorty, a character from Ken Mochizuki’s book Baseball Saved Us. Shorty’s a Japanese-American child who plays baseball on a makeshift field in an internment camp during World War II. Mochizuki’s consummate read-aloud story encourages a fired-up discussion in the library. Students talk about the inequities and intolerances foisted on kids and adults alike. It’s the kind of lesson that I thoroughly enjoy teaching, year after year.

The election is tomorrow! Are you discussing voter registration and turnout with your students?

How students learn to know and understand knowledge is essential to teachers’ work in the “post-truth” era.

When we encourage our students to consider how power and privilege affect them, we must also anticipate that they’re going to want to do something about injustices they see.

Melea hates school. She is 4 years old and was adopted at birth by two gay men. Her dads (Mark and Sam) are Caucasian and Melea is African American-Latino.