South Whidbey staff launch ‘Speak Up’ family training to help students interrupt biased language

South Whidbey School District staff on a recent family training described a districtwide Speak Up program that teaches four short strategies—interrupt, echo, question and educate—to help students and adults interrupt biased or hurtful language and build classroom norms.

The presenter said the district began staff training in August after work introduced by Dr. Clifford and that all staff from bus drivers to high school teachers have completed up to three trainings so far. "We have to make sure every single child feels safe at school," the presenter said, summarizing the district's rationale for the work.

Why it matters: District officials said the goal is cultural change rather than a one-time lesson. Staff described pocket guides for teachers and badge-sized reminders for adults, grade-band lesson templates adapted for developmental levels, and a six-month cohort for administrators and teachers to take a deeper dive into hate-speech and interruption techniques.

The training draws on materials from the Southern Poverty Law Center's Teaching Tolerance program—now Learning for Justice—and pairs those resources with the district’s existing social-emotional frameworks, including "size of the problem" graphics and zones of regulation, staff members said.

What staff described: Kristen (staff member) and other presenters explained classroom language options that aim to interrupt biased remarks without escalating: a direct interrupt ("I need to stop you right there"), a neutral "whoa" or a question such as "What do you mean by that?" The presenters said the approach emphasizes modeling by adults and repeated practice so students can echo or support peers who speak up.

Parents' concerns and examples: Several parents used the session to raise real incidents. Todd, a parent, described an episode in which a staff member wore a political-style hat and said the principal's response felt dismissive; he said he "did not feel treated equitably" and urged the district to provide independent mediation when parents feel internal reporting is ineffective. Another parent described a nine-year-old worried about being bullied if required to wear AFOs, illustrating how appearance or assistive devices can affect a child's sense of belonging.

District response and accountability: Staff acknowledged those concerns and said the work is intended for K–12 continuity. Susie (staff member) said the district uses pre- and post-surveys for staff and students that include questions such as "Do you feel safe at school?" and that staff follow up one-on-one with students who report they do not feel safe. Presenters did not describe a new independent external complaint office; they said internal processes range from informal conversations to more formalized procedures.

Classroom practice and supports: Staff pointed to classroom projects and inclusive children's literature (examples referenced included books about ADHD and dyslexia) as tools to reframe differences as characteristics and build empathy. They also described student-leader training so peer leaders can cascade the lessons to younger students.

How parents can help: Presenters encouraged parents to attend school activities, ask teachers how to help, report incidents when they occur, and contact the district volunteer coordinator (Melissa Field) to find suitable volunteer roles. The presenter said presence and reporting are the most useful supports parents can provide.

What's next: Staff said the training is ongoing; introductory lessons have been developed by grade teams but are not yet fully integrated across all grades. The district will continue the cohort work into June, and staff noted a planned outreach ("coffee with the principal") before the end of the school year. The session closed with a personnel note congratulating Miss Kota as the district's new assistant principal.

The session included concrete parent examples, staff training details and a pledge of continued work; parents pressed for clearer remediation routes when complaints involve staff or administration.