The 2019 National School Climate Survey

NATIONAL INDIE EXCELLENCE AWARD WINNER — PARENTING & FAMILY • 2022 IPPY AWARDS GOLD MEDALIST — PARENTING “Timely, informative, thought-provoking, inspirationally motivating.” —Midwest Book Review "[Brown] offers pragmatic advice for teachers on how to stand up for diversity and inclusiveness in the classroom." —San Francisco Book Review We need only scan the latest news headlines to see how bias and prejudice harm adults and children alike—every single day. Police shootings that give rise to the Black Lives Matter revolution . . . rampant sexual harassment of women and the subsequent #MeToo movement . . . extreme violence toward trans men and women. It would be easy to fix these problems if the examples stopped with a few racist or sexist individuals, but there are also biases embedded in our government policies, media, and institutions. As a developmental psychologist and international expert on stereotypes and discrimination in children, Dr. Christia Spears Brown knows that biases and prejudice don’t just develop as people become adults (or CEOs or politicians). They begin when children are young, slowly growing and exposed to prejudice in their classrooms, after-school activities, and, yes, even in their homes, no matter how enlightened their parents may consider themselves to be. The only way to have a more just and equitable world—not to mention more broad-minded, empathetic children—is for parents to closely examine biases beginning in childhood and how they infiltrate our kids’ lives. In her new book Unraveling Bias: How Prejudice Has Shaped Children for Generations and Why It's Time to Break the Cycle, Dr. Brown will uncover what scientists have learned about how children are impacted by biases, and how we adults can help protect them from those biases. Part science, part history, part current events, and part call to arms, Unraveling Bias provides readers with the answers to vital questions: • How do biased policies, schools, and media harm our children? • Where does childhood prejudice come from, and how do these prejudices shape children’s behavior, goals, relationships, and beliefs about themselves? • What can we learn from modern-day science to help us protect our children from these biases? Few issues today are as critical as being aware of bias and prejudice all around us and making sure our kids don’t succumb to them. To change lives and advance society, it’s time to unravel our biases—starting with the future leaders of the world.

A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities. Edited by two prominent figures in trans studies, Mario I. Suárez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities. The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators. Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals. Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.

Create a more gender-inclusive climate in your classroom and school. This important book breaks down issues of gender and sexuality at the individual, interactional, and institutional level and shows how you can cultivate an atmosphere of acceptance and belonging for all students. You’ll learn key concepts and terms educators need to know to support students, how gender and sexuality identities develop and influence mental health, why we should take an intersectional approach with students, and the importance of creating psychological safety in the classroom. You’ll also gain practical suggestions on how to disrupt unconscious bias, represent diverse voices, counteract microaggressions, use gender-neutral language and preferred pronouns, address gender bullying, provide safe zones, and craft inclusive school statements. Each chapter contains examples, anecdotes from teachers and students, best practices, and resources to help you along the way. Appropriate for educators of all grade levels, this book’s clear, helpful advice will help you ensure that your students feel visible, affirmed, and safe, so they can thrive in school and beyond.

As trends continue in U.S. schools toward a more racially, ethnically, and linguistically diverse K-12 student population, school-based professionals have an important role in supporting students' mental health and learning. Practitioners, including school psychologists, school counselors, and social workers, are expected to have the knowledge, skills, and dispositions to provide culturally responsive services with the goal of promoting safe, supportive, and inclusive schools. In Culturally Responsive School-Based Practices, Anisa N. Goforth and Andy V. Pham provide foundational knowledge and practical strategies for conducting culturally responsive assessment and promoting the resilience and well-being of culturally and linguistically diverse populations, including refugee, immigrant, racial and ethnic minoritized students, and English-language learners. The book integrates cultural humility and social justice, and emphasizes positive psychology and collaborative approaches that minimize the use of deficit thinking. With case examples, practical resources, discussion questions, and opportunities to engage in self-reflection or critical reflexivity, educators and practitioners who deliver educational and mental health supports in schools will be able to develop and demonstrate cultural humility, cultural responsiveness, and advocacy within educational settings.

Learn to confidently respond to complex ethical-legal dilemmas in school psychology In Ethics and Law for School Psychologists: A Vignette-Based Workbook, a team of accomplished practitioners delivers a hands-on resource designed to improve your ability to apply systematic ethical-legal decision-making skills to everyday practice in a school setting. The book includes a throughgoing focus on social justice and equity that prepares students and professionals to confidently respond to the complex challenges regularly presented in school psychology. The authors bridge the gap between ethics and law coursework and real-world ethical and legal dilemmas by offering opportunities for practice applying robust decision-making models to vignettes and cases distilled from the authors’ experiences in practice. Readers will also find: Explanations of the DECIDE ethical-legal decision-making framework for approaching practice dilemmas Worksheets illustrating the problem-solving process for school psychology practitioners Structured role plays for practicing difficult conversations with administrators, colleagues, parents, and others An indispensable resource for graduate students and experienced practitioners seeking to better recognize and respond to ethical-legal challenges in the field, Ethics and Law for School Psychologists: A Vignette-Based Workbook will also benefit graduate educators, mentors, supervisors, and continuing education providers.

In schools, a Code Red alert indicates a potential or immediate threat within a building or on a campus and is the signal for a full-scale lockdown of all classrooms. This book, Code Red: Conversations and Solutions for an Educational System in Crisis, presents a variety of voices from teachers, administrators, teacher preparation faculty, college supervisors, and pre-service teacher candidates. These voices are crying “Code Red” because they want a broken system repaired. For them, the system is bleeding, cancerous, and in turmoil, with the expectation that they work under arduous and often dangerous conditions; teachers are underpaid, devalued, exhausted, voiceless, and abused. They face an environment in which politics has replaced learning, students are failing and, in extreme circumstances, walking away from schools or even committing suicide. The political discourse is wrestling control from teachers in certain states. Neurodivergent students are being pushed aside. The altruistic profession of teaching is being reduced to factory work, in which teachers—especially those in their first five years of service—are leaving the profession at staggering rates. The profession itself is at risk of becoming obsolete. The contributors to Code Red believe that the American educational system has entered a moment of crisis. Their voices need to be heard, and their stories and lived experiences should be recognized. The adage is true: the answer to any problem resides with those who own the problem. We cannot create solutions without owning that these issues exist, and all of America owns the education of our children. Therefore, this book provides a dialogic space where everyone involved in the American educational system can reimagine the possibilities of our system and, through this process, begin creating positive and sustainable changes to bring our system out of crisis. In addition to providing a vivid picture of the current state of public schools, the book offers real solutions that can be used to produce healthier, more successful classrooms. It is an invaluable tool for instructors, pre-service teachers, and Colleges of Education administrators. Perfect for courses such as: Introductory Education; Undergraduate Social and Cultural Foundations of Education; Introductory Educational Leadership; Introductory Undergraduate Teacher Preparation; Graduate Foundations of Education; and Introductory MAT Graduate

Written by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways. This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how punishment is understood, whether it is permissible to discipline students, and whether such punishment can be considered educational.