• Consider the racial composition of your class:

  • Be mindful of who is in the room when engaging in discussions about race

  • If you don’t have any students of color in your classroom, find ways to include other voices by using social media, videos, books, and articles to get diverse voices in the room

  • Do not assume students of color want to share their experiences or are knowledgeable and skilled in talking about race

• Define racial literacy terminology:

  • It’s important to spend time defining terms. Students need to be aware of terminology around race and bias, including distinctions between certain words (ex. prejudice, bias, stereotypes, etc)

• Draw connections: when you discuss current incidents of racism and injustice, it is often helpful to ground the discussions in an historical context. Where relevant, provide historical background to connect the past to the present.

  • Pick one event, one short clip from a protest, or a social media post that resonates to use as a conversation starter

  • For example, what took place in Charlottesville in 2017 and the storming of the U.S. Capitol in 2020 necessitates a history lesson about the Confederate flag and white supremacy ideology, the flag's meaning and its historical connection to slaveryMistakes are ok - share errors you’ve made around talking about race/racism to show students that it’s ok to not be perfect or have all the answers

• Understand perspective: help students understand that one’s perspective is shaped by their own racial background as well as other aspects of their identity, their peers, family, lived experiences, what they are exposed to in the media, etc.

  • This is especially important to understand with racial situations because white people and people of color often do not see the situation in the same light. And within racial groups, there will also be diversity of perspective

• Think critically about the media: assist students in analyzing media portrayals of racial incidents in the news by thinking critically about what they read, hear and see. This includes exposing them to a wide variety of sources that illustrate different perspectives and opinions along the political spectrum

  • Ask questions that go beyond the surface: How do I know what I know? What is the perspective of the person writing or speaking? What influences their point of view? What are their biases? What don’t I see?

  • Use video clips and excerpts in class to show students how the media can perpetuate stereotypes and racism

  • Reflect on the implicit messages you convey to young people about race by what’s on the walls and bulletin boards in your classroom, the books you assign and read together, the people and holidays that you talk about

• Encourage empathy: provide opportunities for students to hear the thoughts and feelings of people most impacted by racism through in-person conversations, interviews, narratives, videos, photos and recordings

  • Have students reflect on these experiences and focus especially on the feelings of others

  • Allow and help students express their range of emotions (anger, rage, frustration, sadness, hopelessness) about what’s happening as well as listen with compassion to the feelings of others

• Inspire hope and activism: convey a sense of "critical hope" that sustains positive expectations and inspires action and activism

  • Teach about efforts of social change movements and how they brought about progress throughout history. Provide examples of social justice triumphs won through the blood, sweat and tears of ordinary and extraordinary people

  • Cultivate stories of compassion: pay attention to, create, and share narratives, images, and sounds of BIPOC’s joy and resilience

• Interrupt: speak up against every biased remark, every time, in the moment. Think about what you’ll say ahead of time so you’re prepared to act instantly (see interruptor phrases below)

  • Interrupt inappropriate behavior in a positive, matter-of-fact way. If you make a big deal out of a minor incident, you may further embarrass the targeted student and induce guilt and defensiveness in the student responsible for the offending behavior

• Question: ask simple questions in response to hateful remarks to find out why the speaker made the offensive comment and how you can best address the situation

  • Try asking: “Why do you say that?” “What do you mean?” or “Tell me more”

• Educate: explain why a term/phrase is offensive. We all have misinformation and uninformed attitudes about people from other cultural backgrounds. None of us were born with these attitudes. Encourage the student to choose a different expression. Hate isn’t behind all hateful speech. Sometimes ignorance is at work, or lack of exposure to a diverse population

  • Try saying: “Do you know the history of that word?”

• Echo: if someone else speaks up against hate, thank them and reiterate their anti-bias message. One person’s voice is a powerful start. Many voices work together to create change.

  • Try saying: “Thanks for speaking up. I agree that word is offensive and we shouldn’t use it’

Interruptor Phrases: in-the-moment responses to harmful or questionable comments

• Please consider the impact of what you are saying

• That’s not funny

• That offends me

• That is not ok with me

• I didn’t realize you think that

• I’m going to stop you there

• Hold on, I need to process what you just said

• What you just said is harmful

• That phrase is hurtful

• We don’t say things like that here

• I’m surprised to hear you say that

Direct = address the aggressor

• ACTION: get between the aggressor and target / jump in to the conversation

• SAY:

  • What you said/did was racist”

  • “Your racist language or behavior is unacceptable”

  • “Stop, you need to leave”

  • “I need to stop you there, that (language/attitude/action) will not be tolerated.”

  • “I don’t find that funny. Please be mindful and choose a different word.”

  • “I think it would be helpful for you to think through the impact of your (language/attitude/actions) more and speak about this at a later time.”

Indirect = address the target of harm

• ACTION: move closer to the target; ask to talk to them and/or report incident

• SAY:

  • “That was racist. That’s not ok”

  • “Are you okay?”

  • “How can I help care for you?”

  • “What do you need to feel safe or supported here?”

  • “What does justice look like from this?”

Distanced = address the harm

• Pay attention & share the impact on you personally. Own impact.

• ACTION: Ask questions; share how you were harmed by the incident; gauge your own feelings/emotions

• SAY:

  • “I am hurt by what was said or done”

  • “What do you mean by that?”

  • “How/where did you learn that?”

  • ”Tell me about that opinion/action?”

  • “That action/speech targets/discriminates against ____ group”

  • “Can you explain to me your intention with that (language/attitude/action)?”

  • “Have you considered that your (language/attitude/actions) might be harmful to certain people and communities?”

  • “Why do you believe that to be true? How did you come to that conclusion?”

• Help promote dialogue, as opposed to debate. Dialogue aims for understanding, an enlargement of view, complicating one's thinking and an openness to change

  • Use an “opinion continuum” exercise where students show whether they "agree," "strongly agree," "disagree," "strongly disagree" or be "somewhere in between" or "not sure" on a variety of topics

• Acknowledge differences: “We may not agree on everything, but I’m interested in what you have to say”

  • Encourage students to be open to different points of view

• Share your values: let kids know where you stand on issues and explain why you hold certain values

  • Ex. If you want your students to be respectful of differences, explain why you value tolerance and acceptance

• Talk about “their” news: consider credibility of sources and how different sources put their own spin on the issues and how that might influence an audience’s opinion

  • Clarify fact vs. opinion or misinformation

• Share your journey:

  • “Hey, I noticed you said _____. I used to say stuff like that too but recently I've learned that can be hurtful. Instead, I now say ______.”

• Ask for clarification:

  • “What do you mean by that?”

  • “Can you explain that further?”

  • “How have you come to that conclusion?”

  • “I don’t get it.”

• Separate intent from impact:

  • “When you said _____, I know you didn’t mean for it to be offensive, but it made me think/feel ______. Next time maybe use _____ instead?”

• Repeat the statement:

  • “So what I’m hearing is ______. Is that correct?”

• Appeal to their values:

  • “I know you really care about ____. Acting in this way really undermines those intentions.”

• Challenge the stereotype:

  • “Actually, in my experience _____.”

  • “I think that’s a stereotype. I’ve learned recently that ______.”

  • “Really? I’ve read something that would suggest otherwise: _____”

• Microaggressions are incidents in which someone accidentally (or purposely) makes an offensive statement or asks an insensitive question. Microaggressions can sound like:

  • “When I see you, I don’t see color.” (signaling that the person doesn’t acknowledge your Blackness or won’t hold it against you)

  • “We are all one race: the human race.” (signaling that your experience as a Black person is no different from the experience of people of other races)

  • “You are so articulate.” (signaling that Black people are not usually capable of competent intellectual conversation)

  • “I see your hair is big today! Are you planning to wear it like that to the client meeting?” (signaling that natural Black hairstyles are not professional)

  • “Everyone can succeed in society if they work hard enough.” (signaling that disparate outcomes for Black people result from laziness)

• Responding immediately allows the transgression to be called out and its impact explained while the details of the incident are fresh in the minds of everyone involved. Immediacy is an important component of correcting bad behavior.

How to Address It:

• Challenge the perpetrator to clarify their statement or action

  • Use a probing question, such as “How do you mean that?” This gives people a chance to check themselves as they unpack what happened. And it gives you an opportunity to better gauge the perpetrator’s intent.

• Acknowledge that you accept their intentions to be as they stated but reframe the conversation around the impact of the microaggression.

  • Explain how you initially interpreted it and why. If they continue to assert that they “didn’t mean it like that,” remind them that you appreciate their willingness to clarify their intent and hope they appreciate your willingness to clarify their impact.

• Clarify YOUR intentions: “I’m not trying to shame you, but that correction is coming from a place of encouragement to grow”

• Teach/model an appropriate response: if someone tells you that a remark you made was harmful, be open to criticism, thank them for bringing it up and apologize

Provide structure: at times of uncertainty, it is especially important to structure how information is shared (such as through talking circles, pair shares, microlabs and/or fishbowls) and to re-emphasize community norms

• Encourage open dialogue: show students that they can ask questions, test their opinions, and speak freely without fear of consequences

• Limit exposure: control what is shared that may expose kids to potentially traumatic news

  • Repetitive images and stories can make dangers appear greater and more prevalent

• Ask questions: about what they’re seeing, how they’re feeling and what they think

  • “What have you heard?”

  • “How are you feeling?”

• Stick to facts & context: allows you to debunk myths/misconceptions

  • Avoid labels like “bad guys” and “evil” which may increase fear and confusion

  • It’s ok to not know all the answers - be honest and say “I don’t know but I can check”

• Encourage critical thinking: ask open-ended questions to get kids to think more deeply. Brainstorming open-ended questions that do not assume answers (especially not "the one right answer"), cultivates critical thinking and encourages students to think creatively, without judgment or fear of giving the wrong answer

  • “Do you think families from other backgrounds would view this the same way as us?”

  • Why do you think the media is giving this story so much attention?”

  • “What do you think about police brutality?”

• Invite student feelings and thoughts: feeling a sense of connection and support is more reassuring than a detailed explanation of what happened

  • Allow the opportunity for students to share their thoughts and feelings about the issue (ex. "talking circle", pass an object (a talking piece) around the circle)

• Challenge their sources: encourage them to find media that can enrich their knowledge and that are credible sources

• Look for positives: try to be optimistic and acknowledge the people who step up and help in difficult times

• Memorialize the victims: consider a moment of silence for the victims or find other ways that students and staff can memorialize and honor the victims. Coming together in this way can promote solidarity and support among survivors and allies. It can help encourage a sense of social recovery, healing and inclusion

Grief and Loss

• Listen: to what students want to share with you. It may be difficult but just listening can be a powerful healing force. Encourage students to share feelings, but in ways that are not disruptive to the class or hurtful to other students. Keep in mind that some children may have a difficult time expressing their feelings or may not feel comfortable talking at school. Do not pressure these students to talk. Some may prefer writing, drawing, listening to music, or playing a game instead of talking about their feelings.

• Protect: students from becoming re-traumatized. Sometimes other students may ridicule or bully students who are highly emotional or cry.

• Connect: with students who have suffered a loss by asking how they are doing; checking in with them on a regular basis; letting them know that you are available to listen; or giving them positive feedback about their attendance or classroom work.

• Normalize: maintain a normal routine in your classroom and engage students in activities they previously enjoyed. Kids do better when they know what to expect, and routine makes them feel safe and reassures them that the adults are in control and keeping them safe.

What Teachers Can Expect:

• Different reactions from all students

• Change in school performance

• Anxious or depressed thoughts

• Emotional numbing

• Students this age are also concerned about what the “right” way to respond to death is

What Teachers Should Watch Out For:

• Extreme changes in behavior or mood

• Inability to function in the classroom

• Withdrawal from friends

• Changing in eating/sleeping habits

• Suicidal thoughts

• High risk behaviors or substance use

Suicide

• Remain calm - this may be obvious, but can be easier said than done.

• Start by asking questions & be direct:

  • “Are you thinking of suicide?”

  • “Are you thinking about hurting yourself?”

• Asking about suicidal thoughts/feelings will not push someone into taking action.

• Focus on your concern for their well-being and avoid being accusatory:

  • "You're not alone"

  • "Thank you for telling me"

• Listen to what they have to say. Be an active listener by reflecting what they're saying and just hearing them.

• Reassure them that there is help, and that this feeling is not permanent.

• Make sure they don't have access to anything they can hurt themselves with. If they do, help remove access.

• Do not leave youth alone.

• Reach out for help: get a trained professional or call 911.