The Importance of Inclusive Curriculum and Teacher Support
As progressive as the state of Washington is, they are lacking in state law that requires schools to have an inclusive curriculum. Six states have enacted legislation that requires classroom lessons on history and social sciences to include representation from all groups including LGBTQ+, people of color, and people with disabilities. Attempts have been made in Washington State to pass similar legislation and a bill, SB5441, has been introduced this year to make inclusive curriculum a requirement for all Washington schools. Research shows that students who attend schools with curriculum that includes people of all races, genders, and cultures have a safer school climate and better academic outcomes. However, policy is not enough to ensure that teachers can safely include diversity of people and events in their lessons. When administration is not supportive, it tends to lead to inaction by teachers resulting in a lack of inclusivity not only in lessons but in the school environment as a whole.
We believe that Tahoma Schools must be welcoming, supportive and safe for every student and every adult. Our goal is to provide curriculum that includes diverse perspectives and counter narratives, and uses culturally responsive instruction to support each student.
Tahoma School District Equity Policy
In June of 2022, the Tahoma School District School Board approved the long-awaited equity policy which states: “We believe that Tahoma Schools must be welcoming, supportive and safe for every student and every adult. Students, staff, and leaders honor diversity and are committed to creating a culture of respect that is inclusive and committed to equitable practices. Understanding and empathy are valued and expected. Our goal is to provide curriculum that includes diverse perspectives and counter narratives, and uses culturally responsive instruction to support each student.” However, policy without action is inaction.
Historically, “feel-good” political language has been used to make it seem as though action is being taken but tends to only mask inequalities and avoids solving the issue. To be sure, inaction can be deliberate for many reasons such as wanting to not rush into a situation until all facts are known or lack of tools and resources to successfully implement change. Consequently, the results of inaction can lead to negative mental health impacts for students and teachers who are already dealing with an unprecedented mental health crisis. With suicidal ideation at alarming rates for marginalized students, the result of inaction can be life threatening.
When policies such as Tahoma School District’s equity policy are enacted, there must be follow-through and support by administrators for teachers when they include those policies in their lesson plans. When students, parents, and community members question a teacher’s lesson that includes race, gender, sexuality, disability, etc., and in some cases hurl insults and social media attacks at them, it is imperative that that teacher receive visible support from administration and staff. Without such support, teachers are left to fight the opposition on their own and students, who we must acknowledge are not blind to the actions of parents and community members, are left feeling unseen and unsafe at school. Not supporting teachers means not supporting students, which only further contributes to the mental health crisis in this country.
