How Can Hate Crimes Impact Schools?

The reading in Activity 2 of this lesson contains offensive images and slurs, including the n-word and a homophobic slur, the f-word. We have redacted these words from the reading. We advise against reading the racist and homophobic terms in this text aloud. Students/teachers could instead substitute “F” or “the f-word” and “N” or “the n-word” if saying these aloud. 

In life and in school, many students will encounter language that has been used historically to perpetuate racism and/or dehumanize people. Such language might be used to intentionally cause offense, and it might also be something they encounter in lessons, when reading literature or historical texts.

Teaching a text that includes racist or homophobic slurs or other derogatory words can elicit fear and anxiety in educators. As educators, we know that unless we prepare to address language with intention and care, we risk causing harm and creating inhospitable classroom environments where students may feel like they do not belong and where they cannot learn. Some racist and dehumanizing terms, such as the n-word, have the power to destabilize a classroom environment if they are encountered without adequate preparation or groundwork. In her talk “Why It’s So Hard to Talk about the ‘N’ Word,” Dr. Elizabeth Stordeur Pryor states: “I hear from students that when the word is said during a lesson without discussion and context, it poisons the entire classroom environment; the trust between student and teacher is broken” (11:31).

Such terms can also make students who belong to the targeted groups feel uncomfortable and singled out. In her talk, Stordeur Pryor goes on to say: “My black students tell me that when the word is spoken or quoted in class, they feel like a giant spotlight is shining on them” (12:32).

The dehumanizing power and loaded history of the n-word cannot be ignored, nor can the impact it may have on students if not handled sensitively. If it appears in texts or resources that are being used, it is necessary to acknowledge it, understand its problematic nature, and set guidelines for students when reading aloud or quoting from the text. Otherwise, the presence of this word might both harm students and distract them from an open discussion on a particular topic. We can benefit from applying this same understanding and approach whenever students encounter dehumanizing language in the course of learning. If you realize that you will be asking students to hear, process, and discuss passages with dehumanizing language on a regular basis, however, it is important to reflect on the purpose of the text and its cost to students’ emotional well-being.

As always when discussing sensitive topics that may provoke feelings of fear, anger, or concern, it is helpful to revisit your class contract and remind students of your classroom norms for respectful and safe discussion.

In this unit, students will encounter descriptions of hate crimes and their impacts on people and communities. While we have chosen examples that we believe convey the seriousness of these crimes without being overly graphic, this topic is emotionally challenging and can elicit a range of emotional responses from students. We can’t emphasize enough the importance of previewing the resources in this curriculum to make sure they are appropriate for the intellectual and emotional needs of your students.

It is difficult to predict how students will respond to such challenging content. One student may respond with emotion to an account or source, while others may not find it powerful in the same way. In addition, different people demonstrate emotion in different ways. Some students will be silent. Some may laugh. Some may not want to talk. Some may take days to process difficult stories. For some, a particular firsthand account may be incomprehensible; for others, it may be familiar.

We urge teachers to create space for students to have a range of reactions and emotions, while also holding students accountable to your class norms. This might include allowing time for silent reflection or writing in journals, as well as facilitating structured discussions to help students process content together. Some students will not want to share their reactions to emotionally challenging content in class, and teachers should respect that in discussions. For their learning and emotional growth, it is crucial to allow for a variety of student responses to emotionally challenging content.

In addition to the Washington Post article in Activity 2, ask your students to read the ABC News article “12-year-old New York boy arrested in connection with anti-Semitic graffiti at school.” When antisemitic incidents occur in school, they can have profound effects on students. After reading the article, share with your students the following short passage, which describes the impact that antisemitic attacks had on a student in another school:

When Paige was a senior in high school at a public school in New Jersey, she was the target of a string of antisemitic attacks by her classmates. She described her reaction afterwards: “The anger consumed me and I really didn’t know what to do. I knew I didn’t belong there.” ¹

You can use a selection of the questions in Activity 2 to guide a class discussion about this article and short passage.

• 1Sharon Otterman, “She Was Excited for a New School. Then the Anti-Semitic ‘Jokes’ Started,” New York Times, March 7, 2020.