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Teachers, students and staff urge board to defend ethnic studies and DEI in schools
Summary
Multiple teachers, students and a dean spoke in support of ethnic studies, diversity, equity and inclusion (DEI) programs and related curriculum, saying the classes foster critical thinking, empathy and student engagement. Speakers asked the board to continue supporting ethnic studies and DEI policies.
Several public commenters used the board’s scheduled communications period to defend ethnic studies curriculum and district DEI policies and to describe the curricular and social benefits of those initiatives.
What speakers said: Caitlin Badis (ninth‑grade language arts and tenth‑grade Chicano studies teacher at Evergreen High School) read students’ reflections on why ethnic studies matters — including identity development, empathy and critical thinking — and thanked the board for its commitment to teaching diverse histories. A dean and other staff members said DEI policies expand opportunities to see students and staff as whole people and to hear stories up close; they argued DEI remains necessary while prejudice exists.
Why it matters: Commenters framed ethnic studies and DEI as central to classroom practice that promotes critical thinking, historical understanding and equitable opportunity. Testimony included student voices gathered by teachers and educators describing curricular impact on engagement and identity development.
Board response: Board members thanked speakers for their testimony. No policy changes or board votes were taken on the subject during the meeting.
Ending: Speakers urged continued board support; staff and board acknowledged they will continue to center student voice in curriculum work and to consider community feedback during adoption processes.
