Discription

This book provides the most up-to-date research on identity safe practices and how to ensure that they occur both at home and at school. Today’s schools serve students and families with a diversity of identities. While diversity enriches the school community, educators are becoming increasingly aware of the vast number of students subjected to identity-related adverse childhood experiences and inequitable practices. To mitigate the negative impacts of oppression on marginalized identities, this book shows educators how they can work together with parents/guardians to support all students’ well-being and success. Each chapter of this book covers a core practice of identity safe classrooms, explains how to extend those practices schoolwide, and discusses how to share these practices with families to implement at home. Teachers, school leaders, counselors, social workers, and others can use this guide to foster strength-based and culturally responsive home-school partnerships in all that they do.

Book Features:

• A practical guide for home-school partnerships that supports safety and a sense of belonging, value, and competence.
• Research-based, home-school practices that support the positive identity development of Pre-K–12 students.
• Portraits of students, parents, educators, and others from racially, culturally, linguistically, ethnically, LGBTQ+, neurodiverse, and impoverished communities.
  
• Guidance for countering the harm caused by stereotype threats, othering, and identity erasure.

“This compelling book combines up-to-date research with portraits of students, parents, and educators who share ways to foster positive identity development and achievement. The authors provide tools to engage families in cultivating student diversity as an asset and strength-based practices for promoting equity, agency, compassion, and belonging at home and at school. This book provides a valuable blueprint for school teams and family engagement partnerships focused on equity.”
—Linda Darling-Hammond, president, Learning Policy Institute and professor emeritus, Stanford University