Over the past three years, K12 education has seen dramatic shifts, both good and bad. One overwhelmingly positive change, for instance, is the increased focus on student-centered education and equity. Yet, according to K12 leaders and educators, two primary factors are getting in the way: COVID-19 and politics.
Since the start of 2020, students’ academics have taken a toll, thus sparking this increased need to meet their needs. Districts are utilizing educational technology more than ever before. Students have better access to mental health resources. Wherever there’s a need, rest assured that schools are making efforts to meet it. But just how has the conversation surrounding equitable education changed?
A new study from the NWEA, a research-based not-for-profit that creates academic assessments for pre-K-12 students, sought out to understand how teachers, building and district leaders understood and defined equity. To no surprise, the term prompts both positive and negative emotions from respondents as K12 education becomes increasingly politicized since the pandemic.
“Most district administrators expressed mixed feelings regarding hearing the term equity,” the report reads. “Many feel passionate about improving equity, some are also filled with dread about the ‘loaded’ term, especially those who have experienced politicized pushback from their community.”
Administrators even reported spending significant amounts of time addressing misinformation and fears while trying to help families and community members understand the importance of equity in education, the report adds. And while school leaders know just how important it is to incorporate initiatives that support equity, they find such solutions difficult to implement.
Participants cited a “good understanding” of both school and student-level disparities that must be met by investing in student and teacher success. Yet, COVID-19, behavior and emotional issues “have been all-consuming,” the report reads. In addition, leaders also say there’s a lack of support and guidance at the district level that demonstrates a clear path toward achieving equity.
More from DA: School discipline problems are predictable. Here is how to disrupt the forecast.
Another barrier to equitable education for students is the complexity of the issue. The definition of the term is constantly evolving, according to educators. The pandemic exacerbated inequities for student groups who have been marginalized for years, and the growing sensitivity and polarization around certain topics only make matters worse.
“Nontraditional gender is the biggest struggle,” said one curriculum developer cited in the report. “It is not our place to make a judgment. It is our place to educate the kids regardless of who they are.”
Some administrators even find themselves having to tiptoe around discussions about equity.
“If we use the term ‘equity,’ people are suspicious… If we talk about providing opportunities to all kids, no one has a problem with that,” said one principal.
Taking steps toward diversity and inclusion
Fortunately, despite the challenge, leaders shared with the NWEA the successful strategies that helped them to create an equitable school environment. Three proven solutions stand out:
- Focus on creating a sense of belonging: Inclusivity is key, especially for traditionally marginalized students. For those with specific learning needs, consider adding specialized teachers, learning spaces and resources to support them.
- Reimagine your school’s policies: Start with performing interventions, turning assessment data into action, providing students with more tools and resources and adding more mental health support staff. Each step goes a long way.
- Encourage teachers to focus on the individual student: Educators outlined an emphasis on understanding individual student data to drive their decisions. Rely on traditional resources, such as assessment and academic data, behavior records, school counselors and parent engagement.
