from BlackPressUSA, by Oakland Starting Smart and Strong

Educators across the United States are increasingly recognizing that early childhood classrooms play a critical role in shaping how children see themselves, relate to others, and experience opportunity. Yet for many young Black boys, those experiences are too often shaped by inequitable systems, unconscious bias, and policies that fail to support their growth and potential. A new toolkit, 10 Promising Practices in Early Learning for Black Boys, offers a roadmap for educators and early learning programs seeking to create more equitable, affirming, and culturally responsive environments for Black children.  

At the center of the framework is the importance of building trusting relationships. The toolkit emphasizes that educators must actively listen to families, learn about their cultural values, and communicate genuine care for children’s well-being. Families should feel that teachers respect their experiences, understand their goals for their children, and see their strengths rather than deficits. Educators are encouraged to communicate clear messages to Black boys and their families: that children are safe, valued, heard, and capable contributors to the classroom community.  

One major recommendation involves “individuating,” or dedicating intentional one-on-one time with Black boys. Rather than focusing on what children cannot do, educators are encouraged to observe their interests, strengths, creativity, and curiosity. Positive affirmations—both verbal and nonverbal—are emphasized as essential tools for reinforcing confidence and belonging. Teachers are urged to celebrate children’s progress and hold high expectations while consistently affirming their brilliance and potential.  

The toolkit also highlights the need for culturally and linguistically responsive classrooms. Traditional curricula often fail to reflect the experiences and identities of Black children, leaving many students disconnected from classroom content. Educators are encouraged to adapt curriculum materials so Black boys can see themselves represented in books, activities, discussions, and lessons. The guide describes this as creating both “windows and mirrors” — opportunities for children to see themselves reflected while also learning about the experiences of others.  

Family engagement is another major theme throughout the report. The toolkit calls for schools and early learning programs to build meaningful partnerships with families and actively involve fathers and father figures. It notes that many Black fathers have historically felt excluded or undervalued in educational settings. Educators are encouraged to ask fathers how they would like to participate and then create opportunities for involvement and leadership.  

Importantly, the report urges educators to reject “deficit-based” thinking about families. Instead of focusing on stereotypes or assumptions, teachers should discuss children’s strengths, talents, and dreams with caregivers. Families should be treated as partners in developing educational goals and supporting student success.  

The toolkit also addresses the role of structural racism and implicit bias in education. It calls for educators to deepen their understanding of white supremacy culture, privilege, colorism, and the ways bias affects Black boys disproportionately. Teachers are encouraged to participate in anti-racism training, engage in ongoing self-reflection, and examine how media, personal experiences, and social messaging influence their perceptions of Black children.  

Another significant focus is trauma-responsive care. The report emphasizes that behavior should be understood as communication rather than defiance. Educators are urged to move away from labeling children as “challenging” and instead consider whether behaviors may stem from trauma, stress, disability, or unmet emotional needs. Teachers are encouraged to practice self-regulation techniques and respond calmly and compassionately to difficult situations.  

Finally, the toolkit calls for broader institutional and policy changes. Schools and early learning programs are encouraged to examine disciplinary practices, eliminate harsh punishments such as suspensions and expulsions, and invest in mental health supports and culturally responsive professional development. Administrators are urged to collect meaningful equity data and include Black boys’ voices in evaluating school progress and goals.  

Ultimately, 10 Promising Practices in Early Learning for Black Boys presents a vision of education rooted in equity, dignity, and belonging. It argues that when educators intentionally affirm Black boys’ identities, challenge systemic inequities, and partner authentically with families, early learning environments can become places where every child has the opportunity to thrive.  

Learn more at www.oaklandsmartandstrong.org/promisingpracticesportfolio.html