As the new school year begins, we at forwardED extend our best wishes for a transformative academic journey. Yet, as we settle into the familiar rhythms of the classroom, we challenge educators to embrace a new focus—one that could redefine the trajectory of our education systems, one that will mean success or failure for many of you. This year, we ask you to place a deliberate focus on Black boys, the students who need our efforts most. Focusing on Black boys in education isn’t about fixing them, though; it’s about fixing the schools and classrooms that fail to see their brilliance. By addressing their needs, we find our greatest opportunity for growth and improvement for our schools and ourselves.
Understanding the Vulnerability of Black Boys
Young Black men and boys remain the most vulnerable student population in U.S. schools. Research consistently shows that Black boys are disproportionately suspended, over-identified for individualized education programs (IEPs), and funneled into special education programs at alarming rates (Howard, 2014). They are also more likely to encounter discrimination, face microaggressions, and graduate at lower rates than their peers (Morris, 2016). Standardized tests, which often fail to consider their unique cultural and social contexts, report lower proficiency scores for Black boys, perpetuating narratives of failure rather than potential (Perry & Morris, 2022). Compounding these disparities are systemic issues such as housing insecurity, with Black boys representing a high percentage of foster students and those experiencing homelessness (Noguera, 2003). Exclusion from school and society for minor infractions further exacerbates their alienation, pushing them toward a cycle of disadvantage that is hard to break (Smith, Yosso, & Solórzano, 2007).
Outside the classroom, Black men and boys face a myriad of crises—incarceration, health disparities, unemployment—and have become one of the most isolated and disaffected groups in our society. The layers of trauma they carry, from depression and anxiety to a pervasive sense of fatalism, paint a bleak picture of what it means to grow up as a Black male in America today. This is a systemic failure, not a personal one. Addressing these challenges begins with embracing restorative practices in the classroom. But it doesn’t end there. We must focus on better conflict resolution techniques in the school that repair harm and build relationships rather than resorting to traditional exclusionary and hyper-punitive disciplinary measures. We must also enter into imagination to create presponsive spaces designed to reduce the feelings of alienation that Black boys often experience.
If we lift up Black males, the entire educational system will undergo a radical transformation. Consider this: if all adverse outcomes for Black males, such as suspension rates, special education identification, and dropout rates, were reduced by 20 percent, and if all positive outcomes, including graduation rates, college enrollment, and academic achievement, improved by 20 percent, the ripple effects across the entire school system would be profound. Research shows that when we address the needs of the most vulnerable populations, the benefits extend to all students (Noguera, 2003). For instance, schools implementing targeted interventions to reduce suspension rates for Black males often see overall suspension rates decrease, leading to improved school climate and student engagement across the board (Gregory, Skiba, & Noguera, 2010). Further, reducing the overrepresentation of Black males in special education by even a modest percentage could lead to more accurate and equitable identification practices, benefitting all students who may be misidentified or overlooked (Harry & Klingner, 2014).
Improving the school experience for young Black men and boys will likely result in higher overall student achievement. Evidence suggests that when schools create supportive learning environments for their most vulnerable students, all students experience academic gains (Ladson-Billings, 1995). In essence, when we do better by young Black men and boys—when we provide them with the resources, support, and opportunities they need to flourish—we create a stronger, more equitable, and more effective educational system for everyone. How do we begin the school year with an intention to do better by young Black men and boys?
Embracing a Possibilities Perspective
The first step in this journey is to adopt a “possibilities perspective,” rooted in an exceptional love for Black youth. This perspective demands a revision of the traditional scientific approach to education, which often views Black youth through a deficit lens. Instead, we must recognize that U.S. schools have been places of extraordinary suffering for Black children, and this reality must change. Ladson-Billings (2014) argues that culturally relevant pedagogy can be part of this change. For her, CRP is not just about inclusion but about transformation, enabling students to see themselves as agents of change within their own lives and communities.
A possibilities perspective invites us to shift from seeing Black boys as problems to be fixed to viewing them as individuals brimming with untapped potential. Researchers like Warren (2017) and Coles (2019) have illuminated the ways Black boys are positioned within the schooling apparatus—often as troublemakers or failures—before they even have a chance to define themselves. Kirkland’s (2013) research further underscores the importance of reimagining the educational landscape for Black boys by centering their voices and experiences in curriculum design and classroom interactions. But what if we began by asking, “What are the possibilities for Black boys in school?” How might their experiences of possibility shape their school lives and beyond? These questions are not just theoretical; they are a call to action. To truly embrace this possibilities perspective, educators must allow Black boys to lead projects that enable them to explore and express their identities, be it through creative writing, art, or community-based research. When students see their lives reflected in their work, they are more likely to engage deeply and take ownership of their learning.
Designing Systems That Love and Deserve Black Boys
To truly serve Black boys, we must design systems that love and deserve them. This means rejecting deficit thinking and cultivating environments where Black boys are seen, heard, and valued for who they are. It’s not enough to expect them to “tough it out” or “have more grit.” The burden should not fall on Black boys to adapt to systems that were never designed with them in mind. Instead, it’s up to us to create schools worthy of their brilliance.
My insights on culturally responsive-sustaining education highlight the critical importance of integrating students’ cultural backgrounds into their education (Kirkland, 2019). This approach goes beyond mere inclusion to actively sustaining students’ cultural identities while equipping them with the tools needed to navigate and transform the world. Similarly, Noguera (2003) reminds us that the ultimate goal of education should be to prepare students to become responsible, productive members of society, which requires a deep commitment to equity and justice.
To begin this work, educators can incorporate culturally responsive-sustaining curricula that reflect the lived experiences of Black boys. This might mean including literature by Black authors, examining historical perspectives that highlight the contributions of Black people, or holding discussions that challenge prevailing narratives about race and identity. As we build these systems, it is also crucial to ensure that professional development for educators includes training on implicit bias and culturally responsive teaching. This will help create school environments where Black boys feel genuinely valued.
As we design systems that honor Black boys, we must consider establishing mentorship programs that connect them with positive role models who share their cultural background. These relationships can provide the guidance, support, and encouragement many Black boys need to thrive. Mentorship can help counteract the negative narratives they may have internalized and replace them with stories of resilience, success, and possibility.
Shifting the Narrative
The system fails Black boys, and as such, it is the system that must change—not the boys. We must reject the notion that Black boys are responsible for transforming the very schools that have failed them because, as Frederick Douglass wisely observed, “It is easier to build strong children than to repair broken men.” This truth compels us to act now, not at the end of the year when the damage has been done, but at the beginning, before the first bell rings, before the statistics start rolling in. We must plan for their success from day one.
Let us engage in proactive strategies that create conditions for Black boys to succeed, beginning with recognizing their inherent worth and potential. As I have noted in other writings (Kirkland, 2019), education is not about fixing broken children; it’s about building systems that refuse to break them in the first place. Educators can start by establishing early intervention systems that identify and support Black boys who may be struggling academically or socially. This might include academic support programs, mental health resources, and peer support networks. The earlier we plan and intervene, the more likely we are to prevent long-term adverse outcomes.
Equally important is engaging families and communities as partners. Recognize that parents and guardians of Black boys are key allies in their success and involve them in decision-making. Schools that build strong relationships with families are better equipped to support students holistically.
Conclusion: A Call to Action
To uplift Black boys, we don't need them to change; we need to change. So, this school year, let us not settle for the status quo. Let us instead embark on a mission to create schools that are sanctuaries of possibility for Black boys. Schools that do not merely aim to improve test scores or graduation rates but seek to cultivate the full humanity of every student. Schools that understand the importance of designing systems that not only serve Black boys but love and deserve them, too.
As educators, we have the power to change lives. But this power is not in what we teach; it’s in how we teach, how we see our students, and how we design the systems that shape their futures. Let us enter this school year with a renewed commitment to our Black boys, knowing that by lifting them, we become titans, lifting our world.
This is our call to action. Let’s rise to meet it.
References
Coles, J. A. (2019). The Blackademic life: Academic identity development of Black male scholars in education. Journal of African American Males in Education, 10(1), 1-19.
Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.
Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? Understanding race and disability in schools (2nd ed.). Teachers College Press.
Howard, T. C. (2014). Black male(d): Peril and promise in the education of African American males. Teachers College Press.
Kirkland, D. E. (2013). A search past silence: The literacy of young Black men. Teachers College Press.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74-84.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Morris, M. W. (2016). Pushout: The criminalization of Black girls in schools. The New Press.
Noguera, P. A. (2003). City schools and the American dream: Reclaiming the promise of public education. Teachers College Press.
Perry, A., & Morris, E. (2022). Inevitable inequities: Why the design of standardized tests creates racial disparities. Harvard Journal of African American Public Policy, 10, 15-29.
Smith, W. A., Yosso, T. J., & Solórzano, D. G. (2007). Racial microaggressions as a tool for critical race research. Qualitative Inquiry, 13(3), 213-240.
Warren, C. A. (2017). Urban preparation: Young Black men moving from Chicago’s south side to success in higher education. Harvard Education Press.
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Suggested citation: Kirkland, D.E. (2024). Reclaiming possibility: An Intentional focus on Black boys this school year. forwardED Perspectives, https://www.forward-ed.com/post/reclaiming-possibility-an-intentional-focus-on-black-boys-this-school-year.
David E. Kirkland, PhD, is the founder and CEO of forwardED. He is a nationally renowned scholar of education equity. He can be reached via email at: david@forward-ed.com.
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