By Alvin Buyinza, Word In Black
As debates over diversity initiatives and how race and history are taught in K-12 schools intensify, many educators say they’re navigating uncertainty inside their classrooms.
For Black teachers, that uncertainty can feel personal, professional, and political all at once.
Becky Pringle, president of the National Education Association, the nation’s largest teachers union, says that when she meets with educators across the country, the same questions surface again and again: What are they allowed to teach — or not teach — in the classroom?
A former middle school science teacher who taught for 31 years, Pringle now represents more than 3 million educators nationwide. She says shifting federal and state guidance around diversity, equity and inclusion has created confusion in some districts — and concern among teachers about whether they will be supported.
“There’s no question that they feel the impact of them as educators being attacked by this administration and being threatened about what they can teach about,” Pringle says.
At stake, she says, is not only curriculum, but whether educators feel secure enough to provide what they see as a full and inclusive education for their students.
President Trump’s Attempts to Erase Black History
During the past year, the Trump administration has taken steps to scale back diversity, equity and inclusion efforts in federal agencies and higher education. In Washington, D.C., the Black Lives Matter Plaza was dismantled. And federal agencies also made changes to public-facing historical content.
Last February, the U.S. Department of Education sent out a “Dear Colleague” letter advising schools that they cannot teach about diversity, equity and inclusion. In February, the federal government dropped the policy recommendation. But even in districts where formal rules haven’t changed, educators are unsure how classroom lessons about race and Black history will be received.
Pringle says President Trump is trying to erase Black history, making this month “a reminder that not only do our students need to understand Black history, but they need to understand that history and how it impacts what’s happening in this country today.”
Teachers want to “be able to ensure that they have a classroom that is inclusive, that provides access and opportunity for all of their students,” she says.
The Compounded Pressure on Black Teachers
For Black educators, the current pressures compound longstanding challenges they experience.
“Even as we’re working hard to increase the number of Black students going into education, Black educators are leaving the profession at a disproportionate level,” Pringle says. Three issues surface repeatedly in her conversations: isolation in the workplace, underfunded schools and resource gaps, and financial constraints.
- Isolation in the Workplace: Many Black teachers work in schools where they are one of only a few Black teachers — sometimes the only one. “That has a real impact on whether they feel supported. And if they don’t feel supported, then they tend to leave,” Pringle says.
- Underfunded Schools and Resource Gaps: Black educators are more likely to teach in schools that have been historically underfunded. Larger class sizes, fewer instructional materials and limited staffing support can intensify burnout.
“They are finding that they don’t have the kinds of resources and support to meet the needs of their students,” Pringle says.
- Financial Constraints: “We’ve never played teachers in a way that reflects the important role they play in this society,” Pringle says.
Many Black educators also carry significant student loan debt, adding financial strain to an already demanding career. She notes that the Trump administration erased the progress the Biden administration made around student loan forgiveness.
Those structural challenges, she says, intersect with today’s DEI debates in ways that can shape long-term career decisions.
What This Means for the Future of Teachers
Pringle worries that the current environment may discourage more Black students from entering the teaching profession at all.
“Absolutely, I’m worried,” she says.
Research has shown that students benefit academically and socially from having teachers who share their racial background. Exposure to at least one Black teacher has been linked to higher graduation rates and increased likelihood of considering college.
“Students are being harmed and hurt right now when they don’t have access to a diverse workforce,” Pringle says.
For Pringle, the conversation about diversity in schools is ultimately about educational opportunity — who feels welcome in classrooms, who feels supported in leading them, and whether public education reflects the full history and diversity of the country.
We are fighting for our students,” she says. “We are fighting for public education – public education itself right now — as this country slips into authoritarianism.”
This editorial was originally published in Word In Black.
