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When to Talk to Children about Racism

Tips and Tricks for Talking to Your Class about Racism

Ideas on how to Start this Conversation

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When is too early to talk with children about cultural differences and racism?

Children pick up more than adults might think. As early as 6 months old, infants can notice race-based differences and by age 12 many children become set in their racial beliefs. Additionally, racial prejudice peaks in the early elementary school years. Research like this has resulted in the recommendation that adults speak to children about race and racial bias as early as pre-school age. Elementary school-age students likely already have ideas about race and you may be surprised by the insights they offer during an open conversation.

Tips and Tricks for Talking to Your Class About Racism

Step 1: Consider taking time to build up your own knowledge and practice self-reflection to examine your own racial bias. Just because we may think we do not hold any biases doesn’t mean we aren’t biased: nobody is “safe” from racial bias.

Step 2: Set a tone of respectful discussion for these conversations because they are difficult to talk about and may involve different viewpoints. Some students may need coping and emotion regulation support and/or designated “safe” spot if a student is feeling triggered.

• Consider saying, “Today we are going to talk about some difficult things as a class. It may be uncomfortable and that is okay. During the conversation, it is very important that we continue to be respectful of our classmates.” You may want to follow-up by asking students what respectful conversations looks like.
  • Talking to your class about respect: https://www.learningforjustice.org/sites/default/files/general/TT%20Difficult%20Conversations%20web.pdf

Step 3: Do not make the conversation only about students of color. Consider other dimensions (e.g., physical abilities, gender identities, language used at home). Everyone is a part of our racialized society. Racism impacts all of us. consider providing examples or encouraging discussion around lots of different cultural groups while having these conversations.

Step 4: Connect current events to historical events and help students see these connections. for example, students likely can draw connections between protests occurring today and the civil rights movement.

Step 5: Consider providing students the opportunity to talk with you or another trusted adult (e.g., school counselor or psychologist) 1:1 after these conversations to help address discomfort or questions.

Step 6: Let parents know you are having conversations about race. Offer students the option to “pass” if they do not want to speak, but do not allow students to “opt out” of the discussion circle (all students must listen).

Step 7: Address your own anxiety about the conversation. Consider seeing support from other teachers or doing something relaxing right before the conversation.

Ideas on How to Start this Conversation

Open Forum Discussion (4th – 5th grades)

Have a conversation that involves an open discussion with your class about the following topics:

• What is race and racism?
• The difference between overt racism and modern and systemic racism
• How racism is unfair and disrespectful
• How it is important to respect differences and to not exclude or bully others based on differences.

Lesson Planned Discussion (All Grades)

Use lesson plans around an activity or book to set-up discussions about the topics of race, racism, and justice.

Integrated Discussion (All Grades)

Combine the open discussion and lesson plan approaches to begin a conversation about race and racism. Carry these conversations out throughout the year.

At the beginning of the year when you discuss classroom rules, and example of a conversation at this time is, “what does respect look like and why is it important to be respectful of others’ differences?”

Language Arts: Read and discuss books that cover different cultures.

Social Studies: Discuss the history of racism in this country’s history and in today’s events.

Science: Highlight scientists and their accomplishments of varying backgrounds. Consider spotlighting scientists who discuss their struggles with racism and their resiliency.

Note: Anytime you hear racist comments, take time to have a class-side discussion about what stereotypes the comment was based on and why it was offensive.

Additional Resources:

Engaging Instruction to Increase Equity in Education: https://oucirs.org/wp-content/uploads/2021/03/PBIS_engaging-instruction-to-increase-equity-in-education-2.pdf

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