Resources by Topic Area
LGBTQIA+ Teaching Resources
Coming Out
However you refer to the process of identity sharing for LGBTQIA+ people, it is still a relevant and critical one, both in schools and in society at large. Ignorance, misperception, bias, and bigotry thrive in silence. However, coming out is a highly personal process and, for some, a privilege in a society where attempts to silence and criminalize LGBTQIA+ identities in the education system have recently been amplified.
Is it coming out? Or inviting in? Is it essential for teachers to be out? How do we respond to students who come out? These are obviously complex questions that cannot be fully addressed here. The resources below portray some of the benefits of coming out in your role as an educator, as well as the roles teachers can take in supporting students when they come out in school. However, coming out is your process, your decision, and it occurs on your timeline. It is also a decision that is made in context, and we know that these contexts can range from supportive to threatening. Determine what is best for you, and engage to co-determine what is right for each of your students. Ideally, coming out will cease to be a stressful event and evolve into a key step in strengthening community, supports, and your identity development, both personally and professionally.
Lastly, we acknowledge that coming out is a privilege, and it is also viewed as a colonial phenomenon. In many indigenous and colonized cultures, it is acceptance and celebration that are the norm, and this has been true for centuries. Coming out can be viewed as a response to the oppression and shame that were introduced by colonizers, and it may be an irrelevant concept where LGBTQIA+, Indigiqueer, and two-spirit people continue to be welcomed and celebrated (Edmonton Spirit Society, 2022).
Resources on students coming out
GLSEN - When a student comes out to you today....or any day!
HRC - Recorded messages for people who are coming out
A Playlist of Coming Out Stories from the HRC YouTube Channel
Folxhealth.com Coming Out Stories - not specifically about school but still relevant
Resources on teachers coming out at school
GLSEN Stories - Coming out as a LGBTQ Elementary Teacher
Healthline - Out LGBT+ Teachers Are Essential for the Survival of LGBT+ Kids
Learning for Justice - Out at Last
This Learning for Justice article discusses how school policies that protect LGBT educators pave the way for more honest teacher-student relationships.
TFA - I See Me: Representation of LGBTQ+ Teachers in the Classroom
National Coming Out Day - October 11th
From the HRC: We first observed National Coming Out Day on October 11, 1988, on the anniversary of the National March on Washington for Lesbian and Gay Rights as a reminder that one of our most basic tools is the power of coming out. If you are out, congratulations! If you are in the process, faculty and staff are here to support you. And if you are not out, we acknowledge that our campuses are not a safe place for every LGBTQ+ individual, and we are committed to changing that.
Considerations when coming out (summarized from Folxhealth)
1) Assess the risk and trust yourself - prioritize your safety. Coming out is not linear, and no one's timeline is the same. Your identities are yours to define and disclose.
2) Coming up with a plan can help manage the complex emotions. How and to whom do you want to start? What limitations might you want to place on the extent of public sharing?
3) Find allies - it can be a tremendous help to know someone is on your side. They can also help in educating and correcting others so that responsibility does not fall solely on you.
4) If you are changing/claiming pronouns, consider what requests you need to make in order to others to use them. This might involve updating an ID, or online records, for instance. It might also involve conveying your pronouns to those who you expect to use them. This is an area where people sometimes experience resistance when trying to come out. Be prepared for this and find the allies who will stand with you.
5) When you feel safe, you might choose to wear affirming clothes or accessories. Choosing these can be a source of fun during a stressful time.
6) Note that you will begin setting expectations about others' responses to your coming out during this time. Think about how you will respond when you need to correct people, identify offensive behavior, and/or maintain your momentum, growth, and pride. We can't control others but we do have to demonstrate our expectations and limits as part of our role as educators.
7) Navigating interpersonal dynamics can be tricky. Advocate for and support yourself by leaning into your support network and perhaps finding an affirming therapist.
Gender Diversity
In this section you will find a variety of resources related to gender, identity development, diversity, and the experiences and needs of gender diverse people - including children in school.
Building knowledge
PBS - Map of Gender Diverse Cultures
While this tool has been criticized as having a colonial lens, it can serve as a useful starting point.
Let's Talk About Non-Binary - Learning for Justice
Gender Spectrum - Understanding Gender
Transgender People, Gender Identity and... - A multilingual introductory brochure
Schools In Transition: Guide for Supporting Trans Students in K-12 Schools
NEPC Policy Brief - Transgender Students and Policy in K-12 Public schools
Federal LGBTQ+ Education Resources
Pronoun Fact Sheet Shared by APA
Fact Sheet On Non-Binary Gender Identities Shared by APA
How do you ask about pronouns? YouTube video from True Colors United
Resources For Educators - Trans Youth Equality Foundation
Resources and PD for and about Native American Two Spirit People
In addition to those below, you can find webinars on these topics on the Indian Health Service website:
https://www.ihs.gov/lgbt/trainings/
Two Spirit Identity - Then and Now
One-hour prerecorded webinar hosted in part by the UNM Center for Rural Community Behavioral Health
One hour webinar.This may contain some technical issues with the video portion. Regardless, the slides are posted below.
Teaching skills and curriculum resources
Create a Safe, Supportive and Affirming Classroom for Gender Diverse Students
The resource posted below is a year-long curriculum guide for K-5 teachers. We purchased this from Gender Inclusive Classrooms for your use and it is attached below.
Description from the authors:
This curriculum is specifically written for social justice-oriented K-5 teachers who are familiar with supporting 2SLGBTQIA+ and non-binary students. It is written for teachers 1 who would like to know more in order to do better. It is written for educators who feel they need to do more but aren’t sure where to start, when to do it, or what to say. This curriculum guide is also written for math coaches, school counselors, reading specialists, P.E. teachers, and anyone who is interested in creating a more gender inclusive learning environment. This works best when all adults in the school are committed to the wellbeing of every student
Gender Inclusive Classrooms Year-Long Curriculum Guide 2021-22.pdf
Towards a More Inclusive Classroom - Re...g across grade levels and content areas
Developing Inclusive and Affirming Curriculum for All Students
Toolkit for "Being There for Nonbinary Youth"
Gender Inclusive Classrooms Website
Padlet - LGBTQ K-12 Curriculum Share
K-5 Child-Friendly LGBTQ+ Definitions: English Version
K-5 2SLGBTQIAP+ Documento de referencia de vocabulario
Classroom materials and activities
National Education Association - A Checklist to Support LGBTQ+ Students During Distance Learning
LGBT-focused lesson plans and videos from PBS
Garden State Equality - Lesson Plans Across the Curriculum
These selected plans were written by educators with a focus on comprehensive and authentic ways to engage with gender, gender identity, sexual orientation, and marginalized identities across multiple content areas. They are viewable on this site or downloadable, and while they are typically listed as being for a particular grade level, they are adaptable. Don’t let the grade level or the specific content area dissuade you from modifying the content!
K-5 Child-Friendly LGBTQ+ Definitions: English Version
K-5 2SLGBTQIAP+ Documento de referencia de vocabulario
GSAs and Rainbow Clubs
Gender & Sexualities Alliances (or GSAs for short), are student-run organizations that unite LGBTQ+ and allied youth to build community and organize around issues impacting them in their schools and communities. GSAs have evolved beyond their traditional role to serve as safe spaces for LGBTQ+ youth in middle schools and high schools and have emerged as vehicles for deep social change related to racial, gender, and educational justice. GSAs have expanded to the elementary school level, where they are often called Rainbow Clubs.
A growing body of research confirms that the presence of a GSA has a positive and lasting effect on student health, wellness, and academic performance. It can also protect students from harassment based on sexual orientation or gender identity and improve school climates for all students in the long-term.
GSAs are not just for LGBT+ teachers. Starting or supporting a GSA
There are 3 different types of GSAs—all of which can directly impact LGBTQ+ youth. Every GSA can create its own mission and goals to meet the needs of its members and the unique climate of their school.
- Social GSAs — Students meet and connect with other trans and queer students on campus.
- Support GSAs — Students work to create safe spaces and talk about the various issues they face in school or their broader communities, such as discrimination from teachers or school administrators
- Activist GSAs — Students take a leadership role to improve school climate through campaigns and events that raise awareness and change policies or practices in their schools.
Note - This description has been adapted from GSANetwork
How do I start a GSA?
Elementary Resources
How To Start and Sustain a Rainbow Club K-5 - Gender Inclusive Schools
How To Start and Sustain a Rainbow Club K-5.pdf
How to start a Rainbow Club - Gender Inclusive Classrooms
Resources for all levels
GLSEN Resources
Introductory Resource from GLSEN on Starting GSAs
GSA Advisor Handbook and Resource Packet - published by GSA Network
ACLU resources
ACLU Tips on Starting a GSA from 2011
Sample tools for running a GSA
Sample calendar with events a GSA could align with or plan around
Outskatoon GSA Guide: A Weekly Guide of Activities for Gay Straight Alliances
Tools for building discussion
Did I remind myself today that...
Five Questions AlLIES CAN ASK.....pdf
Are we open to having the conversations we need_.pdf
LGBTQ+ Narratives in Music Videos
Resources on GSA activism
How GSA members can unite around social justice issues
Materials - please share yours and we will be happy to post them here!
Follow.....
Integrate LGBTQ topics into your curriculum in a developmentally appropriate way
Managing an inclusive classroom
Chrome extension to Counteract Google Classroom Deadnaming
How Google Classroom Erases Trans Students
LGBTQIA+ curriculum
Developing Inclusive and Affirming Curriculum for All Students
Towards a More Inclusive Classroom - Re...g across grade levels and content areas
Padlet - LGBTQ K-12 Curriculum Share
Stonewall - Creating LGBTQ+ Inclusive Curriculum
stw_pearson_creating_an_inclusive_primary_curriculum_2022_1_-_march.pdf_
Classroom materials and activities
Teaching Science
From their site - This website aims to curate resources and connect science educators, students, learners of all types, parents, guardians, and everyone involved in supporting and learning to grow a more inclusive biology curriculum.
From their site - Pride in STEM is a charity run by an independent group of LGBTQIA+ scientists & engineers from around the world. Proud of who we are and what we do. We aim to showcase and support all LGBTQIA+ people in STEM fields. The site includes resources for LGBT+ teaching in STEM.
Legislation and policy, both harmful and helpful
The resources below were selected to help you better understand the present landscape of legislative attacks on LGBT+ people. Note that data changes quickly and will likely be out of date by the time you explore these resources. However, the sources are worth exploring and updates will likely be found there.
Bookriot.com - IS IT FAKE NEWS? HOW TO EVALUATE NEWS SITES YOU’RE READING
Data changes quickly and will likely be out of date by the time you explore these resources. However, the sources are worth exploring and updates will likely be found there.
UNIDOS US - “Don’t Say Gay” Bill Takes Aim at LGBTQ+ Youth
HRC - Myths and Facts: Battling Disinformation About Transgender Rights
ASCD Blog - Supporting LGBT Students in the "Don't Say Gay" Era
CNN Report with Data on Legislation up to 2021
Them: Here’s All the Anti-Trans Legislation That Moved Forward This Week
How to Debunk Anti-Gay Myths - Southern Poverty Law Center
Politifact - Why recent "grooming" accusations are not based in fact
LGBTQ+ History and Pride Month
These resources support the teaching of LGBTQ+ history to all students. They also include some resources related to the concept of pride and Pride Month.
Pride Month
Talking to young children about Pride
Resource from Children's Library Lady
CNN - Introduction to Pride
Published in 2022
Visual History of New York City's Pride
This was published by Google in 2022 and focuses on the first fifteen years of Pride in NYC.
LGBTQ+ history
Illinois Civics Hub and information about the IL Inclusive Curriculum Law
Resources on Teaching LGBTQ+ History
NCSS Position Statement: Contextualizing LGBT+ History within the Social Studies Curriculum
Notes from the NCSS website: NCSS fully recognizes and supports the civic, ethical, and moral imperatives to advance a more historically accurate, complete, and empowering social studies curriculum that contextualizes LGBT+ history—and the histories of other marginalized cultural groups. The social, cultural, and political implications of sidelining, omitting and/or misrepresenting certain cultural groups are damaging and antithetical to a true democratic education rooted in our collective code of ethics to “do no harm.”
View the position statement here
CA Content Literacy Inquiry and Citizenship (CLIC) Statewide Project - Teaching LGBT History: An Educator’s Guide
TeachingLGBTHistoryEducatorsGuide_14Feb2019.pdf
Resources to build knowledge and understanding
PBS - History of the word "gay"
The word “GAY” has a long history in the English language, but why did “GAY” stop meaning “happy” and start referring “same sex relationships?” Watch this episode of Origin of Everything to find out.
CNN - LGBTQ History Fact Facts
A brief timeline published for LGBT History Month in 2021.
Queer history through the eyes of the Chicago Reader
A reflection on how LGBTQ+ issues, subjects, and writers have appeared on the paper’s pages over the last five decades.
Making Gay History Podcast
From their website: Making Gay History (MGH) is a 501(c)(3) nonprofit organization that addresses the absence of substantive, in-depth LGBTQ-inclusive American history from the public discourse and the classroom by providing a window into that history through the stories of the people who helped a despised minority take its rightful place in society as full and equal citizens. In so doing, MGH aims to encourage connection, pride, and solidarity within the LGBTQ community and to provide an entry point for both allies and the general public to its largely hidden history.
Stonewall National Monument - National Parks Service site
Series about Stonewall begins with this episode - Stonewall: Prelude to a Riot
Queer America podcast episode - Incorporating LGBTQ History in your Classroom
From their website: From the Gold Rush to the Cold War, Historian Daniel Hurewitz offers strategies for integrating LGBTQ History into your curriculum. He shares lesson examples from U.S. history and insights from educators already teaching queer history in their classrooms.
Queer America podcast episode - LGBTQ History in Public Schools
From their website: Lessons from the classroom—from high stakes testing to critical thinking skills—professor Emily Hobson & public school teacher Felicia Perez discuss their experiences and practical advice to help you incorporate LGBTQ History.
This website includes brief portraits of many LGBTQ+ historical figures.
OUT at CHM - Chicago History Museum Facebook Page
This page is not updated regularly but it does contain information on past events and some useful links. OUT at CHM also publishes a newsletter to which you can subscribe.
Online Archives of the San Francisco GLBT History Museum
You can access the digital collections at this museum at the link above.
Documenting Lesbian Lives: Narrators
While the resources are not accessible to non-students, this Smith College page can be a good place to start for biographical information about these individuals and links to help with follow-up.
A Queer Eye on Art History
Published by Google Arts & Culture in 2022.
Interviews posted by Gerber-Hart Library
The link will take you to an ongoing collection of contemporary interviews related to LGBTQ culture and history.
Founded in 1981, Gerber/Hart’s collections focus on the culture and history of LGBTQ peoples and additional marginalized sexual and gender minorities in Chicago and the Midwest. Open to all, Gerber/Hart serves these communities by collecting, preserving, and making accessible collection items of individuals, organizations, and businesses, as well as publicly distributed items. Additionally, Gerber/Hart provides programming and exhibitions related to items in its collections and on other topics in LGBTQ history and culture.
Teaching tools
These include interview recordings, downloadable transcripts, and lessons/classroom materials as well. Visit the website for the actual interviews, but we have uploaded the transcripts, backgrounders, and lessons here in case they become unavailable later.
LGBT History Month Website - FYI October is LGBT History Month
This site includes profiles on hundreds of LGBT+ icons, including bio pages. It also includes a searchable index, posters, and other materials.
LGBTQ History Archives of the National Museum of American History
From the museum website: Our collections span centuries and include objects related to protest and politics, medicine and psychology, love and marriage, sports and entertainment, and more. Sometimes, curators and archivists collected objects for a specific reason that later turned out to have LGBTQ+ connections. For example, the numismatics collection has coins that were collected decades ago with the likenesses of emperors and royalty, such as Queen Christina of Sweden, who expressed same-sex attraction. Identities, terms, and definitions related to sexual orientation and gender identity have been in flux as long as there have been humans. The museum is continually adding to and mining our existing resources in order to better understand evolving and overlapping identities
GLSEN LGBT+ history resources and information
From their website: For all of us, learning an LGBTQ-inclusive curriculum can help us better understand our world and our differences. For LGBTQ students in particular, it can mean feeling safer at school and hearing homophobic and transphobic remarks less frequently, according to GLSEN research. That's why we're sharing the resources below, from an interactive timeline and coloring book to many other classroom resources.
LGBTQ History Lesson Plans from OneArchives
From their website: ONE Archives Foundation has partnered with the UCLA History-Geography Project to host Professional Learning Symposiums and provide LGBTQ history lesson plans for educators at no cost. The lesson plans comply with California’s FAIR Education Act, which requires California K–12 schools to integrate fair, accurate, inclusive and respectful representations of the LGBTQ community and people with disabilities into their social studies and history classes. You can both read and download the lesson plans.
The Pride Flag
Displaying a Pride flag (or creating some other inclusive display) can send an important message at your school While symbols are important, they do change to reflect a changing world. Note that the Pride flag has evolved over the years to recognize more of the LGBTQ+ community. Many groups have created their own pride flags to represent their unique identities, so there are many different flags now! Memorizing every version of the Pride flag is not quite the point. What’s really important is learning about and respecting what they mean to the people they represent. As an educator, your role is to communicate the idea that flags are important symbols that help people feel included and seen. Displaying a flag in your classroom can also signal your support. Below are some resources related to displaying pride flags and other inclusive symbols at school.
Below is one example of a guide to the various LGBT+ flags and the meanings behind their design.
The Advocate Complete Guide to Queer Pride Flags
Smithsonian - Long-Lost Fragment of First Rainbow Pride Flag Resurfaces After Four Decades
Resistance – prevention and response
Concerns about resistance from parents/caregivers or others at one's school are very common amongst future teachers. Click on the page below for more information on this topic and for resources to help you envision your role beyond the fear you might be experiencing and the resistance that concerns you now.
Reflect on your concerns about resistance
Resistance and pushback are topics that frequently come up when we discuss LGBTQIA+ inclusion and supports. Candidates are often concerned about what will happen if they actively support LGBTQIA+ students and families in their schools and careers.
Some of these concerns are understandably based in anxiety about the unknown. What will my school be like? Will I be supported? Will others stand up for me? There are a lot of "what ifs" when you are preparing to enter the world of professional teaching. Students are frequently concerned about pushback from parents and caregivers. These are understandable and legitimate concerns - however, we recommend that fears do not drive your decision-making as an educator. Many of these fears may be unfounded - in fact, the lesbian and gay teachers who have spoken with our students in the past have stated that sharing their truths has been incredibly freeing and empowering. The key, however, was that they sought that support and built relationships with staff and students and did not wait for the support to appear before speaking up or acting. Commit to learning more, asking questions, and making connections with others - the active search for knowledge, experience and relationships are often the key to action. Fear, anxiety, and inaction breed injustice. We would argue that the time to consider how to lay the path for LGBTQIA+ advocacy is not once you are in your classroom, but NOW. You should begin by doing the following:
- Develop and be prepared to articulate your vision of social justice
- Learn about relevant policies and best practices
- Explore resources and professional development so that you can make intentional and responsive instructional decisions
- Take advantage of interactions with faculty, teachers, and administrators to ask questions about relevant policies, supports, and opportunities within schools
- Prepare yourself with information, resources, and to fulfill the roles of a teacher supporting LGBTQIA+ social justice, referring to the steps and responsibilities on the previous page.
Once you are interviewing for positions or entering the field, take advantage of the time you have with your school principal to ask about opportunities and policies. Inform your colleagues and administrators about your plans as part of your network and support system building. Provide others with the information they need to fully support you.
Paving the way through communication with families
Linked below are some examples of letters to families to inform them of your intentions and plans for the school year.
Back to School Letters to Families
Become familiar with local policies
Chicago Public Schools - Supporting Gender Diversity Toolkit
Chicago Public Schools - Gender Support Plan
What about when others express concerns or raise questions?
It can be troubling when concerns or objections are expressed to hosting GSAs or to inclusive curriculum.
Principles for Responding to Concerns
Responding to Concerns - Teaching about Gender
Responding to Concerns - Supporting Trans Students
This Queer America podcast episode also addresses this topic
Responding to prejudice and homophobia/transphobia
How to Debunk Anti-Gay Myths - Southern Poverty Law Center
Politifact - Why recent "grooming" accusations are not based in fact
Anti-Racism Initiatives and Resources
Black History
International Black History Resources
This list is not exclusively devoted to anti-racism resources but many are included. It includes articles, webinars, petitions, etc., many of which focus on international schools and the IB.
Black Lives Matter
Black Lives Matter at School Week of Action
A toolkit from the NEA
Book Bands and Censorship
Bookriot.com - How to Fight Book Bans and Challenges: An Anti-Censorship Took Kit
Bookriot - How to fight book bans and challanges
Includes examples of and methods for combating censorship
Resource list from the Organisation to Decolonise International Schools
Disability and neurodivergence
Black Neurodivergent Lives Matter Resources
There is heart and soul in the journey that breaks through the stigma of highlighting Autistic Joy in Black & Brown Lives.
The goal of this space is to share my creative collaborations while making them accessible
to Neurodiverse communities.
https://jen-white-johnson.square.site/
This article explores the ethical obligation of those in the early care and education field to deconstruct ableism (and other–isms, such as racism, sexism, classism) and to reconstruct an understanding of social identity that is strengths-based and affirming. The authors describe the Dis/ability Studies and Critical Race Theory (DisCrit) framework of understanding ableism and provide examples of potential solutions for early childhood providers to explore the role of bias in inclusion practices and deconstruct dis/ability to enact systemic change for young children with dis/abilities and their families.
Hate incidents – prevention and response
Resources for individuals who fear they may be at risk of incidents of hate
This list from the Organization to Decolonize International Schools was organized around International Black History Month but its resources have much wider potential.
Islamaphobia
Resources for educators of Muslim students experiencing Islamophobia
Anti-Muslim sentiment and hate crimes have reached an all-time high. The recent executive order banning nationals from seven Muslim-majority nations bears a frightening parallel to the Chinese Exclusion Act and calls us to never forget the glaring injustice of Japanese American internment during WWII. This Islamophobia is not new, though how brazen people feel in explicitly embracing Islamophobic attitudes and policies does feel different. Muslims across racial lines are sharing their stories, speaking to how they are experiencing this current moment at the intersections of their identities, and calling us all to take action.
And our Muslim students have been and continue to feel the impact. Our attentiveness to school climate is of the utmost importance now and always. We need to pay attention to the messages we are sending all of our students and ensure that our Muslims students are respected, supported, and heard. Below are resources and suggestions for teachers to leverage now:
-Work to debunk stereotypes about Muslims and Islam with a lesson from Teaching Tolerance, a Scholastic Junior article, “Do We Look Like Terrorists to You?”, or by talking through this student-friendly article on misconceptions about Islam.
- Check out this collection of classroom resources from the University of Edinburgh and take a look at these curricular resources from the Islamic Networks Group.
- Listen and watch recorded webinars on Supporting Muslim Students (for parents) and Teaching about Islam.
- Check out this comprehensive list of resources and community organizations working to end the bullying and harassment of Muslim, Arab, Sikh, and South Asian students
- Get involved in national and local organizations advocating for Muslims. For example:
Council on American-Islamic Relations (CAIR)
Muslim Public Affairs Council (MPAC)
Inner-city Muslim Action Network (IMAN)
Remember that even small acts can provide affirmation and hope or the opportunity to stop and consider your feelings and beliefs about Muslims and Islam.
Bringing the Discussion Into the Classroom: Instruction-specific resources
How Anti-Muslim Sentiment Plays Out in Classrooms Across the US - Ghazala Irshad, The Guardian (December 21, 2015). “The CAIR survey found that the sentiment that teachers don’t take Islamophobia seriously is shared by a majority of Muslim American students, and it goes beyond the typical adolescent fear of being labeled a tattle-tale.”
Anti-Muslim Bigotry and Being an Ally – Anti-Defamation League. Designed for middle and high school classrooms, “[t]his lesson provides an opportunity for students to learn more about these incidents, reflect on the connection between these anti-Muslim acts of bigotry and the misunderstandings and stereotypes about Muslim people, and identify ways they can be allies in the face of bias and discrimination.”
Combating Anti-Muslim Bias – Teaching Tolerance. Good article that contains ideas for teachers of all grades to incorporate tolerance lessons into their classes.
Social Justice and Other Resources
Abolition
Queenie's Crew
Queenie’s Crew engages children in learning about building communities of care without prisons or policing.
Every month, members receive an email with an activity that kids can complete to learn more about abolition: We’ll share activities like coloring pages, word searches, word scrambles, mazes, and reflection exercises. Using readings and art projects, we support children in imagining a collective future where we are all free.
Allyship
Webinar - How to be an ally in the classroom
This one-hour webinar is available on demand.
When students and colleagues experience oppression based on their identities, being there sometimes just isn’t enough. Join Learning for Justice to learn more about how you can be a partner in empowerment for marginalized students and colleagues. In this introspective webinar, our activities and resources will help you learn more about the importance of self-identity in having complex identity-based conversations with students and colleagues. The toolkit for “Anatomy of an Ally,” the article “Teaching While White,” the webinar Let’s Talk! Discussing Whiteness and more tools will all be available to help you be an effective ally to those who may need you.
How to be an Ally in the Classroom
Censorship
Early Childhood Education
Young dual language learners (children aged 3-7 who speak a language other than English at home) are the fastest growing population of children in the United States. The beginning of preschool through the end of first grade is a critical time for young children to begin developing content knowledge, language and literacy, and social and emotional learning skills. To better meet the instructional needs of young dual language learners, early childhood educators need practical and effective instructional approaches that promote multilingualism and enhance foundational literacy skill development. The National Clearinghouse of English Language Acquisition (NCELA) Teaching Practice Brief:Integrating Language into Early Childhood highlights current research findings and evidence-based instructional practices for teaching dual language learners in early childhood settings.
In this webinar presenters from OELA and WestEd discuss four educator practices that can be enacted to enhance the teaching of dual language learners.
PPT Slides - Enhancing Language Instruction in ECE
Secondary Education
English Learners in Secondary Schools: Trajectories, Transition Points, and Promising Practices (webinar)
English learners (ELs) at the secondary level who are approaching high school graduation face unique challenges. Curricular requirements including English language development classes, graduation requirements, and for some, special education can create complex scheduling challenges, and intricate accessibility issues.
As schools engage in articulation activities to determine student placement in the upcoming school year, it's important to identify and eliminate structural barriers that may post challenges to ELs' path towards graduation.
This webinar discussed what research has shown about the academic trajectories of ELs at the secondary level, including the trajectories of newcomers, students who have been labeled long-term ELs, ELs with disabilities, and former ELs.
- Dr. Ilana Umansky, University of Oregon
- Dr. Karen Thompson, Oregon State University
- Dr. Aída Walqui, WestEd
Grief and Trauma
Early Childhood Education
Erikson Institute - Gun Violence and Children: Practical Mental Health Support Pt 1
Blog series - Gun violence committed in a public setting significantly impacts the larger community. The recent mass shootings in Highland Park, Illinois; Uvalde, Texas; and Buffalo, New York, have affected the national consciousness and devastated the lives of victims’ families. Meanwhile, ongoing gun violence in neighborhoods can create a chronic state of trauma for community members living in an environment with frequent non-mass shootings.
Pulling from our recent webinar, “Gun violence and children: practical ways to provide mental health support”, this three-part blog series will explore the repercussions of gun violence on young children, and what parents, caregivers, teachers, and others can do to support young children’s mental health.
All age and grade levels
Dougy Center Resources on Grief for Children
The resources on this site are directed to children themselves and span 0-5 and K-12.
Native American Students
Webinar: Culturally Responsive School Practices to Promote the Success of Native American English Learners
Native American and Alaska Native English learners are incredibly diverse; they possess varied demographic, linguistic and academic backgrounds which are not always evident when students are characterized as a group. It is critical to increase our awareness of the diversity that exists among Native American and Alaska Native English learners and to identify and highlight the cultural, and linguistic assets that students bring to their school and their community.
Native American and Alaska Native English learners represent approximately 8% of all English learners in public schools. Policies have been established at the federal, state, and local levels to support the academic and social emotional well-being of Native American and Alaska Native students and yet the achievement and opportunity gaps between them and their peers persist. This requires a focus on factors that influence the success and development of Native American and Alaska Native English learners and the cultural, instructional, and structural practices that promote their academic achievement and social development.
Related video - Walking in Both Worlds:...rican Students and Language Acquisition
Culturally Responsive School Practices to Promote the Success of Native American English Learners
Native American and Alaska Native English learners are incredibly diverse; they possess varied demographic, linguistic and academic backgrounds which are not always evident when students are characterized as a group. It is critical to increase our awareness of the diversity that exists among Native American and Alaska Native English learners and to identify and highlight the cultural, and linguistic assets that students bring to their school and their community.
Native American and Alaska Native English learners represent approximately 8% of all English learners in public schools. Policies have been established at the federal, state, and local levels to support the academic and social emotional well-being of Native American and Alaska Native students and yet the achievement and opportunity gaps between them and their peers persist. This requires a focus on factors that influence the success and development of Native American and Alaska Native English learners and the cultural, instructional, and structural practices that promote their academic achievement and social development.
Click here to view this webinar recording
Effective Ways to Teach Native American Language and Culture
This webinar will present an overview of current education development in teaching Native American Language and Culture. Robin Butterfield will discuss some key considerations that should be taken by education professionals when working with and teaching Native American culture especially in the areas of leadership development. Nāmaka Rawlins, will provide strategies and ideas from the Hawaiian model on teaching Native American language. She will stress best practices and address some of the Native American language issues. Both will share and discuss appropriate strategies, ideas and models that seem to work best with Native American ELs.
Click here to view this webinar
Graphic Organizers that Build Good Literacy Habits for Native American ELs
This NCELA webinar features a Title III Native American Children in Schools Program in Welling, Oklahoma. Sharon Ballew and Pam Henley provide information regarding appropriate reading strategies for ELs, specifically Native Americans. Additionally, “best-practices” are discussed and attendees learn instructional strategies that complement the learning styles of Native American students, how to create engaged learners, and are presented with comprehension strategies and graphic organizers that are effective.
Click here to view this webinar
Newcomer, Immigrant and Refugee Students
Facing History and Ourselves offers 3 Ways to Address the Latest News on Immigration With Your Students
Learning for Justice: “Immigrant and Refugee Children: A Guide for Educators and School Support Staff”and an article on what to say to students about immigration orders.
Resources in multiple languages around putting an end to bullying and tools from The American Federation of Teachers around bullying prevention.
Make sure you and your students know your rights
Registering and Enrolling Refugee and Immigrant Students in Secondary Schools (Webinar)
The U.S. Department of Education’s Office of English Language Acquisition (OELA), in collaboration with Education Northwest, hosted a webinar where panelists discussed best practices and resources for facilitating refugee and immigrant students’ transition into U.S. schools, including scheduling considerations, academic evaluations, and options for registering newcomer students who arrive without academic credentials or who do not meet state academic requirements. The panelists also discussed models of academic background review and assessment that can be used during newcomer immigrant registration and enrollment to set students on a success trajectory and pathway to graduation. This important conversation featured Manuel Vazquez Cano and Jason Greenberg Motamedi, Ph.D. of Education Northwest.
This webinar contains examples and resource materials that are provided for the user’s convenience. The inclusion of any material is not intended to reflect its importance, nor is it intended to endorse any views expressed or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. Mentions of specific programs or products in these examples are designed to provide clearer understanding and are not meant as endorsements.
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Supporting/Affirming Immigrant Students and Families
This is a one-hour on-demand webinar:
Join Learning for Justice, experts from ImmSchools and the Southern Poverty Law Center’s Immigrant Justice Project for a webinar on supporting immigrant students and families. In this webinar, participants will gain an understanding of the current realities and challenges facing affected communities. You will learn about the importance of approaching this work with an asset-based lens. You’ll also become familiar with the legal obligations of supporting immigrant students. Finally, you’ll gain insights into assessing current local policies and practices, and become familiar with resources for advocating for positive change.
Supporting/Affirming Immigrant Students and Families
Education and Afghan Newcomers: Keeping the Promise (Webinar)
The United States is in the process of resettling our Afghan allies and their families to our country. There is an immediate and urgent need for providing high-quality, culturally responsive education to newcomer Afghan students as they move from safe havens into destination communities.
The U.S. Department of Education’s Office of English Language Acquisition (OELA) in collaboration with the U.S. Department of Health and Human Services’ Office of Refugee Resettlement (ORR) hosted a webinar that provided information about ORR’s process for placing and supporting Afghan newcomers in the context of the U.S. educational system. The webinar also featured representatives from the Office for Civil Rights (OCR) and the Office of Elementary and Secondary Education (OESE). The panelists discussed how to coordinate resources to provide wrap-around services and offered information about Federal support that will be explained in a forthcoming Dear Colleague Letter. If you have questions, please send them to KeepingthePromise@ed.gov
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confronting-discrimination-national-origin-immigration-status.pdf
Restorative Justice
COMING SOON!
Roe v. Wade
Roe v. Wade - What Can Social Justice Educators Do?
Article from Learning for Justice - summer 2022
Special Education
Teaching is Intellectual
Social justice-focused resources on ableism, disability, and teaching
https://teachingisintellectual.com/
Special needs, exceptionalities, and more: Just say no to disability euphemisms
Check out this perspective on teachingisintellectual.com
Hack the IEP Process Zine
A zine for care & self-expression, created by 2 design moms with their neurodivergent sons. Use as a tool to help communicate strengths & challenges while facilitating collaboration with your kiddo's IEP team, teachers, therapists, & other community members. Great for practicing self-advocacy!
https://www.theadvocazine.com/
Undocumented Students and Families
Immigrants Rising - Glossary of common legal terms related to immigration
US Dept of Education - Supporting Undocumented Youth
ImmSchools is an immigrant-led non-profit organization that partners with K-12 schools and educators to support undocumented students and families by leading professional development, immigrant-centered workshops, and organizing for immigrant-friendly policies.
Violence Prevention and Supports
Prevention-focused resources
School Violence Prevention: Tips for Parents & Educators
This resource was published by the National Association of School Psychologists and is available on their website. It focuses primarily on what to say to children.
Addressing school and community violence
Considerations for lockdown and active shooter drills
This NASP resource shares better practices in conducting these drills. "While these drills have the potential to empower staff and save lives, if not implemented correctly, they can cause harm. Available research supports the effectiveness of nonsensorial lockdown drills (i.e., drill done by calmly walking and talking through the procedures, with no simulation of a real-life event) implemented according to best practices."
Armed-Assailant-Guide-Revised-SEPT-2021.pdf
Mitigating the psychological effects of lockdowns
Another NASP resource for schools
Mitigating_Psychological_Effects_of_Lockdowns.pdf
APA Policy Brief - Violence Against Educators and School Personnel: Crisis During COVID-19
This policy brief is based on a survey conducted from July 2020 to June 2021. This policy brief served as premise for a Congressional briefing (available online) APA’s Task Force conducted in collaboration with the American Federation of Teachers (AFT), the National Association of School Psychologists (NASP), the National Association of Social Workers (NASW), the National Education Association (NEA), and the School Social Work Association of America (SSWA). It includes important findings, school personnel voices, and recommendations for supporting legislative efforts on this public health issue for American school.