An Urgent Message to Teachers and School Psychologists Working with Black and Other Minoritized Students

As the school year begins and progresses, we are very mindful of the need for educators to be culturally responsive and welcoming to minoritized students, those in particular who are marginalized and denied opportunities to feel a sense of belonging and membership in their classrooms and all academic settings. The barriers to academic achievement and pride are numerous and too often seen with racial discrimination – deficit thinking, low expectations, hyper-surveillance, excessive discipline, overrepresentation in high-incidence special education categories (e.g., emotional and behavioral disorders, intellectual disabilities, ADHD, learning disabilities), and underrepresentation in advanced classes (i.e., gifted and talented, Advanced Placement, Honors). Regarding special education and advanced classes and services, both teachers and school psychologists are key figures. Teachers refer, and school psychologists test and evaluate.

What’s in a name…

Jarrett MurphyMichael is a fourth grade, Black male who has been referred for special education by his teacher. She complains that he is often off task, has a quick temper, has poor self-management skills, and is not passing most of his courses. The school psychologist sees Michael in the office, approaches him, and calls Michael by a common nickname – Mike. Michael does not look up, staring at his new tennis shoes. The psychologist moves closer and more assertively calls him Mike. Michael looks up and responds with impatience: “You must be talking to somebody else. My name is Michael. Not Mike! And only my mom and dad call me Mike.” We will let readers imagine the remaining exchange and disciplinary actions. Also, imagine Michael’s demeanor while being tested by this same psychologist and the resulting scores.

We share this real story to make an essential point. This negative exchange could have been avoided. Michael is a child, but he still deserves to be respected, to be listened to (in this case, regarding his name). Both educators must become familiar with Michael’s cultural background to understand both blatant and hidden rules. For Michael, it is asking permission to call him Mike or asking what name he prefers to be called. Educators must not be presumptuous; they are clear to students on their own preferred names/titles (e.g., Dr., Ms., Mrs., Mr., Miss, etc.). This is not a trivial matter. Minoritized students deserve the same respect.

Below, we share a few recommendations for such professionals working with Black students. Many of them apply to other marginalized minoritized students.

Suggestions for teachers working with Black students

Teachers: