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A research-based approach for strategies of care that educators, parents and caregivers can practice when teaching honest history or engaging in difficult conversations.

On rainy, dreary days, an announcement breaks into my class around 11 a.m. “Please excuse the interruption. Recess will be held indoors today.” From around the room, there are scattered cheers. My students are often happy to have indoor recess. I’m happy, too, because I see this as a positive time for my students to build friendships and interact. It wasn’t always this way.

Two afternoons a week, I tutor a high school junior in English and history and enjoy gleaning insights into a different school community than the one in which I work. My client Mary attends a school with a predominantly white and wealthy student population. I work mainly with students of color from families who live in poverty.

This toolkit accompanies the article “Uncommon Ground,” and provides a classroom activity to celebrate diversity and build common ground by making personal story quilts.

Jenny started the year desperate to make friends. She was new, immature for her age and starting seventh grade. Because of a learning disability, Jenny was reading and writing at a second-grade level. She tried to hide that from friends. But in the cover-up effort, she often badmouthed her classmates and created drama.

The new issue of Teaching Tolerance is packed with advice for teaching this tough subject.

Technology is appealing to most students, but virtual learning presents advantages and disadvantages when we have equity in mind. Get your students thinking about what a virtual education really means.

How can we disrupt toxic masculinity in our boys as they come of age? Let’s start by eliminating some phrases from our homes and classrooms.