It's DeeThompson

06/05/2026

By the time reading scores show up on a state assessment, the literacy gap has often been developing for years.

Research consistently shows that literacy is shaped long before students sit for standardized tests. Differences in access to books, exposure to rich vocabulary, early language experiences, preschool opportunities, attendance patterns, and access to reading support can all influence a child's literacy development before a school ever receives a test score.

In fact, studies have found that children can enter kindergarten with significant differences in vocabulary knowledge and early literacy skills. These early gaps are not reflections of intelligence or potential—they are often reflections of opportunity and access.

The warning signs are frequently visible before a child struggles on an assessment:

📚 Limited access to books and literacy-rich environments
🗣️ Reduced opportunities for language development and conversation
🏫 Inconsistent access to high-quality early childhood education
📖 Difficulty recognizing letters, sounds, or basic print concepts👨‍👩‍👧‍👦 Families lacking access to literacy resources and support

When schools and communities wait for testing data to identify literacy concerns, they may be responding years after the gap first emerged.

This is why early intervention matters.

Literacy equity begins with investing in families, expanding access to high-quality early childhood education, supporting caregivers as literacy partners, and ensuring every child has opportunities to develop strong language and reading skills from the earliest years.

The goal should not be to react to low test scores. The goal should be to recognize and address barriers before those scores ever appear.

Every child deserves the chance to become a confident reader. The earlier we identify and remove obstacles, the greater the opportunity for long-term academic success.

06/04/2026

https://atlantablackstar.com/2026/06/03/black-americans-call-for-boycotts-after-rick-chow-verdict-revives-wounds-from-1991-case-as-his-past-faces-new-scrutiny

Many Black Americans are calling for a boycott of all Asian American-owned businesses. This comes after a South Carolina jury found an Asian convenience

06/04/2026

A student's identity doesn't develop in a vacuum—it develops in the hallways they walk, the classrooms they sit in, and the relationships they build every day.

For Black students, school climate can send one of two powerful messages:

📢 "You belong here. Your voice matters. Your culture is valued."

Or...

📢 "You are being watched more than you are being supported."

Research consistently shows that Black students often report lower levels of school belonging and experience higher rates of exclusionary discipline than their White peers. Studies have found that when Black students feel a stronger sense of belonging, racial discipline disparities can significantly decrease.

Why does this matter? Because identity is shaped by experience.

When Black students regularly see themselves reflected in curriculum, encounter educators who hold high expectations, and feel respected rather than stereotyped, they are more likely to develop positive racial identity, stronger self-confidence, and greater academic engagement. Conversely, environments where they feel isolated, misunderstood, or disproportionately disciplined can undermine their sense of connection and self-worth.

School climate isn't just about safety and behavior. It's about belonging. It's about whether students feel seen before they're corrected, celebrated before they're judged, and valued before they're evaluated.

✨Every interaction matters.

✨Every classroom message matters.

✨Every policy matters.

Long after students forget a lesson plan, they often remember how their school made them feel about themselves.

06/03/2026

Feeling stuck? Get up and get out!

06/02/2026

When conversations about student behavior come up, the focus is often on consequences, interventions, or discipline policies. But one of the most overlooked behavior strategies is culturally responsive teaching.

Research has consistently found that students are more engaged, participate more frequently, and experience fewer behavioral challenges when they see themselves reflected in what and how they learn.

Think about it:

📚 When students read stories that reflect their communities, they are more likely to connect with the material.

🗣️ When teachers recognize different communication styles as cultural differences rather than disrespect, fewer misunderstandings occur.

🤝 When students feel their identities are valued, they are more likely to trust adults and comply with classroom expectations.

🏫 When schools acknowledge and celebrate diverse cultures, students often report a stronger sense of belonging—which is directly linked to improved behavior and academic outcomes.

This matters because behavior is often a form of communication. A student who feels invisible may disengage. A student who feels misunderstood may become defiant. A student who feels respected is more likely to participate, cooperate, and contribute.

For Black students in particular, this conversation is especially important. National data has repeatedly shown that Black students receive disciplinary referrals, suspensions, and expulsions at disproportionately higher rates than their peers. While many factors contribute to these disparities, culturally responsive teaching can help reduce the misunderstandings, biases, and disconnects that often escalate classroom conflicts.

The goal isn't to lower expectations.

The goal is to create environments where students don't have to leave parts of themselves at the classroom door in order to succeed.

✨When students feel seen, behavior improves.
✨When students feel valued, engagement grows.
✨When students feel they belong, classrooms change.

Sometimes the most effective classroom management strategy isn't stricter discipline—it's deeper connection.

06/02/2026

Great event hosted by People's Organization for Progress (Photos/Videos) There’s much work to do!

06/02/2026

When conversations about student behavior come up, overcrowded classrooms are often left out of the discussion. Yet class size can have a significant impact on what happens in schools every day.

Research and educator experience consistently show that as the number of students in a classroom increases, it becomes more difficult to provide individualized attention, build strong relationships, and address student needs before challenges escalate.

In overcrowded classrooms, students may experience:

🔹 More distractions and difficulty staying focused
🔹 Longer wait times for academic support and feedback
🔹 Increased frustration when their needs go unmet
🔹 Greater competition for teacher attention
🔹 Reduced opportunities for meaningful participation
🔹 Higher levels of stress and overstimulation

For educators, managing larger classes often means balancing instruction, classroom management, social-emotional support, and administrative responsibilities across dozens of students at once. Even highly skilled teachers can find it challenging to respond proactively when student needs exceed available time and resources.

This doesn't mean overcrowded classrooms cause all behavior issues. Student behavior is influenced by many factors, including school climate, family circumstances, mental health, academic support, and community conditions. However, classroom size is an important structural factor that deserves attention.

If we want to improve student behavior, increase engagement, and create more supportive learning environments, we must also talk about the conditions in which students and educators are expected to succeed.

Student behavior is not just about individual choices—it is also shaped by the environment we create around students every day.

06/01/2026

Welcome to June!

As the school year winds down, many elementary school families are preparing to transition their students to middle school this fall. Congratulations on this exciting milestone!

With this new chapter often comes questions about navigating conflict, building healthy peer relationships, and helping children adjust to the middle school environment. That's why I sat down with Author, Educator, and Restorative Justice Advocate Syreeta L. Carrington to discuss these important topics.

Tune in for our informative conversation, "Navigating Conflict in the Adolescent Student," and gain practical insights to help support your child through this transition.

Don't forget to subscribe, share, and join the conversation!

In this compelling episode, guest co-host Resse and I sit down with author, restorative justice advocate, and Montclair, NJ educator Mrs. Syreeta Carrington ...

06/01/2026

When schools talk about expanding mental health services, the conversation often focuses on access. But access is only one part of the equation. Trust matters too.

For some Black families, hesitation around school-based mental health programs is not simply a misunderstanding or a lack of awareness. It is often rooted in lived experiences, historical realities, and concerns about how students will be treated once they are identified as needing support.

Many Black families worry about whether their children will be fairly understood or unfairly labeled. Research has shown that Black students are often disciplined more harshly than their peers for similar behaviors. As a result, some families question whether emotional struggles will be viewed through a supportive lens or interpreted as behavioral problems.

There are also concerns about cultural understanding. Families want to know whether the professionals working with their children understand the unique stressors that can affect Black students, including experiences with bias, discrimination, community violence, economic pressures, and the burden of navigating environments where they may feel isolated or misunderstood.

History plays a role as well. Generations of unequal treatment in healthcare, education, and public institutions have left some families cautious about sharing deeply personal information with systems they do not always feel have served them equitably.

The reality is that mental health support can be life-changing for students. But programs cannot be effective without trust. Building that trust requires transparency, cultural responsiveness, meaningful family engagement, diverse staffing, and a commitment to ensuring that support services do not become another pathway to stigmatization.

If schools want families to embrace mental health programs, they must first demonstrate that they are safe, respectful, and designed with the needs of all students in mind.

Mental health support is important. Trust is essential.

05/31/2026