text: “If people of color aren’t present in the room for the decisions being made, then nobody believes that the problem is urgent,” she said. “It’s really important to have representation in the room.”
  The conversation shifted to the Jan. 6 Capitol attack, and how educators addressed the riots in the classroom. Elementary teacher Nicole Peirce was shocked to learn that all of her third-graders were aware of the events that unfolded. Peirce taught them about peaceful protests and conducted a spirited debate on whether there should be a playground or pool in the neighborhood.
  “It’s something we definitely have to give a space for the children to be able to speak about how they’re feeling,” she said. “When you have a different voice than someone else, there are constructive ways in a democracy that you can share that voice, that you can raise your voice to what you believe and do it in a way that feels safe.”
  Also discussed was whether or not politics – especially the recent election – should be brought up in the classroom. Gifted support teacher Matthew Kane said it should, as long as it’s done in a neutral way.
  “It’s the charge of the teacher to bring up real-life topics that are facing society and be able to open a space that is safe and inclusive for variant opinions,” he said. “You know you did your job successfully if those kids walk out of your room not knowing how you personally feel about the topic.”
  Present during the conversation was high school student Amanda Lee, who shed light on the district’s lack of cultural inclusion in its curriculum. As an Asian student, she didn’t learn about the history of her heritage until the seventh grade.
  Peirce, who has served on multiple curriculum committees, agreed that the district needs to take a hard look at what’s covered in the classroom.