In 2016, 13 percent of children living at the poverty level or below had three or more adverse experiences, compared to 10 percent among children with family incomes from 101 to 200 percent of the poverty level, and 5 percent among children from households with incomes more than twice the poverty level. Similarly, among children at poverty level or below, 51 percent had no adverse experiences, compared to 59 percent among children with family incomes from 101 to 200 percent of the poverty level, and 73 percent among children living in higher-income households, in 2016

Non-Hispanic black children and youth are more likely than their non-Hispanic white and Hispanic peers to have had three or more adverse experiences (17 percent, compared to 10 and 11 percent, respectively, in 2016)

Economic hardship and divorce or separation of a parent or guardian are the most common ACEs reported nationally, and in all states.

Culturally responsive educators routinely reflect on their own life experiences and membership in various identity groups (i.e., those assigned by race, ethnicity, socioeconomic status, sexual orientation, and gender), and they ask themselves how these factors influence their beliefs and actions

Moving forward therefore requires that educators and those who support their efforts have a coherent understanding of what culturally responsive teaching does and does not entail.

But in many big cities and across the South, students remain in districts that are deeply segregated.

Diversity is a measure of the overall racial makeup of a school district. A district is considered diverse when no one race constitutes more than 75 percent of the school system’s student body overall.

For instance, I am right handed, and in turn, have never been forced to write from a desk that is not fitted for me. It’s a privilege I have by nature of my birth.

The process of becoming comfortable and open to acknowledging, critiquing, and accepting my own privilege hasn’t been easy. It didn’t happen all at once.