I don’t have to tell you that we’re living in a time of what can feel like insurmountable division.
Research shows that the political polarization of American life has continued to escalate, increasing feelings of isolation and the inability to find common ground with our neighbors. The negative tenor of the “culture war” has played out in slow motion before us, leaving many feeling helpless to stop the onrushing tide of partisan tension. Even beyond statistics and the onslaught of mass media, anecdotal evidence backs this up. We've all witnessed ideological arguments at family holidays, in grocery store aisles, on social media.
Those of us in education haven’t had the privilege of watching with aloofness and detachment from a distance, of compartmentalizing our professional selves away from the latest hot-button issues. If you’re a school or district leader, you have likely experienced these heightened tensions firsthand from the front lines—through interactions with parents, navigating new laws and guidelines with teachers, school boards, and local governments, or even from tough questions posed by students in the classroom.
I’ve spent my entire career in the world of education: first as a high school math teacher, then as an administrator and superintendent, and now as the President and CEO of Facing History & Ourselves. What all this experience has shown me—and where we can all surely agree—is that the future of our nation depends on our ability to nurture the next generation into empowered citizens who understand the gravity of their responsibility to uphold democracy. But what are some actual, tangible steps that we as school and district leaders can take to get there—especially when it requires earning the trust of a community composed of classroom educators, parents, and students alike?
We must embrace the challenging but rewarding work of building inclusive learning environments, a practice that pays dividends and sets students up for lifelong success and civic participation. At SXSW EDU in Austin, Texas earlier this month, I had the honor of leading a conversation on this very subject—one of 187 panels chosen from over 1,400 submissions.
We discussed how the ideal learning community thoughtfully considers the needs of everybody who is personally involved and committed to the education of the next generation—that obviously includes teachers and students, but administrators and parents also have a vested interest. Understanding this and effectively communicating the need for collaboration, patience, and flexibility is paramount to setting the tone and securing buy-in.
That necessitates clearly-defined roles and responsibilities. Due to their day-to-day proximity to the hearts and minds of students, teachers have positionality to affect things that leaders simply cannot. Similarly, administrators allocate budgets and communicate to external constituents including school boards and policymakers. When educators and administrators butt heads, nobody wins. Taking a team approach allows everybody to recognize that they each have an equally important role to play—in different arenas—and should respect each other as such.
Of course, due to the inherent power structure, establishing relationships and accountability starts at the top: Leaders must strive to always see teachers as partners rather than employees, working together to co-create in the best interest of the students who everyone serves. The combative "us vs. them" dynamic that often exists between teachers and management must fade away, leaving genuine partnership in its wake.
Our organizational approach is one that doesn't shy away from challenging moments, one that meets students where they are and helps them understand how to interact with the world. Young people in a Facing History classroom learn to determine right from wrong, can distinguish between victims, perpetrators, and bystanders, and can make decisions without their teachers giving away the answers. But this type of pedagogy requires empowerment from leaders, who can model behavior that allows the educators to relinquish their traditional "sage on stage" mindset—instead taking a collaborative “guide on the side” approach that allows for true student agency to build critical thinking skills and productive interpersonal dialogue.
When I was a superintendent, I always tried to think of myself as an "undercover teacher" who was lucky to have the opportunity to be in rooms where I could influence policy in ways that I wished I'd had when I was a classroom educator. When I was in a position of power, it was vital not to lose myself to ego—staying oriented to service needed to be my priority. When leaders focus on creating an environment where teachers have the freedom to make and learn from mistakes, it highlights the value of empathy and growth. This includes bringing parents to the table to explain why everybody is part of the same community working toward shared goals. By centering humanity and interpersonal connections, we find common ground to forge relationships across differences.
With student achievement and well-being as the goal that unites all stakeholders, our studies from the field show that the positive outcomes of creating a supportive school environment start at the top but ultimately benefit those who matter most. When classrooms and schools have a positive climate, students are more likely to succeed academically and less likely to engage in bullying.
Once you’ve cultivated a school environment of respect and inclusivity, you've already taken the first step towards breaking through the pervasive cycles of toxic polarization. It's that much easier for students to learn to be informed and active citizens when they're free to discover that their voices have value.
It’s human nature that those voices will sometimes be in conflict—and we can't pretend that these moments don’t sometimes lead to contentious and emotional discourse. The feelings of openness and safety that are reinforced by inclusive school settings help to develop the necessary critical thinking and communication skills that students will use to participate in civic life outside of school. This strengthens our democracy by shaping engaged citizens with the ability to navigate the complexities of the modern world with diligence and care.
With this perspective, the teachers in our schools no longer have to dread difficult moments—they’ll see the inevitability of disagreement as an opportunity for crucial conversations that build a sense of civic agency in their classrooms. When students have a stronger grasp of the role they play in a functioning democracy, they are more likely to vote, participate politically, and engage in civic-minded behavior.
Times are tough, but every single day at Facing History & Ourselves I am inspired by incredible educators and students who make me feel optimistic about the direction our classrooms are headed. When we empower our school communities to prioritize inclusivity and civic-mindedness, we can shape the kind of future we all deserve.
About the Author
Desmond K. Blackburn, PhD is President and Chief Executive Officer at Facing History & Ourselves, a national nonprofit organization that works with school systems to use lessons of history to challenge teachers and their students to stand up to bigotry and hate. He has spent nearly 30 years as a career educator (teacher, principal, superintendent, adjunct professor, author). To find out how Dr. Blackburn and the Facing History team can support you, reach out to support [at] facinghistory.org.
