Deans, school counselors, and mental health professionals are often the first to notice when a student’s experience with a teacher may be shaped by race, culture, or implicit bias — but knowing what to do with that observation is another matter. This session introduces an evidence-informed framework for broaching these conversations in ways that keep students’ well-being at the center while preserving the collaborative relationships that make consultation work. Through case studies, consultation demonstrations, and guided practice, you’ll develop practical language and strategies for advancing equity through difficult but necessary conversations.
By the end of this session, you will be able to:
- Recognize situations in which race, ethnicity, culture, or implicit bias should be intentionally broached during teacher consultation
- Apply evidence-based broaching strategies and consultation language to initiate collaborative conversations with teachers about student equity concerns
- Respond effectively to teacher hesitation, discomfort, or resistance while maintaining collaborative relationships and advocating for equitable student experiences
Facilitator: Dr. Joseph Williams
