Teachers can address structural racism and xenophobia with students of any age and in any subject when schools provide training, materials and professional support, say University of Michigan researchers.
A new U-M study, published in Applied Developmental Science, offers insights to a national debate over classroom speech, book bans and how schools prepare teachers to discuss race, immigration and current events.
"We are navigating a political climate that actively seeks to silence and erase diverse voices and perspectives," said Victoria Vezaldenos, a graduate student in U-M's Combined Program in Education and Psychology.
"These issues are impacting classrooms as districts across the nation have imposed book bans and as educators have been disciplined for discussing 'taboo' topics in class. Our research demonstrates not only the need for antiracist and antixenophobic dialogue in classrooms but also outlines the content and conditions needed to make such dialogue possible."
The findings, from the SPARX Project-Stepping Up Against Racism and Xenophobia-challenge the idea that structural racism is too complex for young children or limited to social studies classes.
Teachers in the study said students sometimes ask them directly about current political events and look to them for answers.
"Teachers of children of all ages want to be a resource to help young people make sense of the racial experiences they have," said Deborah Rivas-Drake, U-M professor of education and psychology. "They need opportunities to make sense of historical and current events that are rooted in structural racism and xenophobia, such as ICE activity we are witnessing across the U.S."
The study also points to policy implications beyond individual classrooms. Researchers found that state and district policies, standards and expectations can shape teachers' sense of autonomy, creativity and expertise.
"For teachers to genuinely develop their own capabilities to support their students in navigating racial and immigration issues, school administrators, district and central office personnel, and local and state policymakers must dedicate time and resources to these issues within professional development spaces," Rivas-Drake said.
Differences by age and subject
Educators share a commitment to creating equitable learning environments. But the study found that teachers approach conversations about racism and xenophobia differently depending on students' age and subject area.
For early childhood teachers, conversations about race and fairness can begin through books, classroom relationships and questions children raise from their own lives. For high school teachers, the work may include more direct discussion of current events, policy and history. In both settings, researchers said teachers need preparation, not sidestepping.
The study also addresses STEM teaching.
"Social justice content is not in conflict with subject matter content and skills," said Laura-Ann Jacobs, an instructional support and professional learning specialist at the U-M Marsal Family School of Education. "The question of how to include social justice without losing core content is salient for educators of all subjects and grade levels."
In math, teachers can use word problems that reflect diverse lived experiences. In science, teachers can connect the curriculum to social issues. Lessons on climate change can include environmental racism. Lessons on evolution can include a discussion of eugenics.
Training can also help educators move from color-evasive habits to direct conversations about the systemic realities students face, researchers said.
"For many teachers, color-evasive comments feel safe to use in the classroom," Vezaldenos said. "But with a deeper understanding of how racism and xenophobia impact all members of their school community in systematic ways, teachers may feel more confident in their ability to talk about these issues on the fly rather than avoiding them or defaulting to a script.
"Anti-racist practice is a skill that grows with continuous practice. When teachers intentionally apply their values and commitments to social justice to their educational practice, they will continue to build their skills and knowledge in ways that allow them to anticipate and respond to spontaneous and complex questions with increasing capacity and in ways that feel more natural to them."
Support networks also matter. Teachers in the study said trusted colleagues helped them discuss current events, plan responses and share resources. Those networks can reduce isolation and help sustain the work.
"Incorporating and responding to sensitive topics in class is a professional responsibility, and each teacher has their own approach to how they engage with students and content," Jacobs said. "Teacher support networks have the potential to sustain teachers' liberatory practices amid injustices and to contribute to a collective wisdom for teachers who may be taking up this work in disparate locations."
