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• By Thomas Marshall III, M.Ed. • IDRA Newsletter • February 2026 •

This February marks 100 years since Black History Month was founded by historian Dr. Carter G. Woodson as Negro History Week (ASLAH, 2026). He understood a truth that remains just as urgent today: attempts in education to censor and erase the experiences, struggles and contributions of Black people is unjust and is the complete antithesis of educational equity.

A century later, certain factions with loud microphones are attempting to turn schools into “battlegrounds” rather than places of learning where every student can thrive and succeed.

While Black History Month celebrations have been taking place across the country, educators and students are doing so amid renewed debates about what history can be taught, how students’ identities can be discussed, and whether honest conversations about race belong in classrooms at all.

For example, Texas State University canceled a longstanding Black History Month exhibition that had run for 30 years until this February (LDF, 2025).

At the same time, Black students in K-12 classrooms across the country continue to navigate educational systems shaped by disparate racial inequities in discipline, access to advanced coursework, school funding and troubling school climates.

At IDRA, we affirm that Black history itself is education equity, meaning that to create strong public schools where every student and family is celebrated, Black students must be at the core of this vision.

Centering the Black student experience in our schools is fundamental to creating excellence in education, fostering student belonging and building a prosperous democratic society.

As we close on this 100th Black History Month, we are reminded that this month is about remembering those who came before us, and, more importantly, moving toward action for education justice.

Why Black History Matters in Our Schools

Though an important part of our country, public education has not always served Black students and families well. For example, in the wake of Brown v. Board of Education, there were white communities across the country that were enraged when school integration began (Love, 2026).

Because of this anger, policymakers came up with new laws, programs and political messaging aimed at Black students and their families to take their power away in their school communities. From severe underfunding to disenfranchising Black teachers, all were a part of a long process to take power away from Black communities (NAACP, 2023).

When teachers across the country teach stories of Black history, they are teaching about where we came from as a nation. They are describing the struggles and challenges Black Americans have gone through and also highlighting their brilliance.

I often think about the stories I learned about in school: science pioneers like Mae Jamison and local civil rights activists on the front lines of the Orangeburg Massacre, like Cleveland Sellers, who shares my home state (L’Hommedieu & Crosby, 2011). Such stories are essential teachings that Black students should receive.

Black history is integral for Black students to see themselves reflected in their curricula, with an honest and accurate account of how things transpired, not one that is whitewashed.

An honest history is important for all students. Access to diverse curricula is powerful. Equipping educators with the tools to navigate difficult conversations is critical to building inclusive, affirming classroom environments.

The research is clear: when students are denied culturally sustaining curricula that reflect their identities and histories, they are denied full access to succeed in their classrooms and find belonging (IDRA, 2022). These are the same practices and curricula that Dr. Woodson wanted to bring to Black students in classrooms as part of Negro History Week (Woodson, 1933).

Efforts by some state leaders to censor honest conversations about race and Black history undermine students’ ability to engage critically with the past and build understanding across differences.

An honest history is important for all students. Access to diverse curricula is powerful.

Education Equity Requires Doing “The Work of Love”

Often, I refer to education equity as “doing the work of love” because I believe this work requires your heart to be deeply connected to it, as much as your mind is (Marshall, 2022). At IDRA, we are committed to doing the work of love for Black students. Here’s what this looks like:

IDRA’s SEEN Model Policy Shop: We designed model policies for advocates to take and implement into their own communities and statehouses. The policies are affirming and ensure students are seen, respected and valued. For example, we put forth policies that ensure schools respond to identity-based bullying and harassment appropriately and take into account research-backed family engagement strategies.

Black Student Policy Agenda: Black students deserve access to excellent, equitable public schools. Unfortunately, Black students face the deep inequities that schools create and continue to permeate, like underfunded schools, harmful discipline and policing practices, and access to meaningful counseling and coursework. (Craven, 2024)

Family and Student Community Engagement: Families and students should be at the center of influencing school policy and practice. Black families often are marginalized or overlooked in school decision-making, despite their deep knowledge of students’ needs and lived experiences. The experiences of all families are inherently good and should be treated with respect. (IDRA, 2025)

Student-Led Research: Through our most recent research report, we supported students in exploring the disciplinary experiences of Black girls in Atlanta, elevating youth voices and data to better understand how policies and practices impact Black students through their eyes. (Brown, et al., 2026)

These commitments reflect our belief that all students are valuable; none is expendable. Doing the work of love means telling the truth, centering Black students and protecting the dignity of every learner.

As we close the 100^th Black History Month, we are reminded that this month is about remembering those who came before us and, more importantly, moving toward action for education justice. Education equity cannot exist without diverse curricula, bold school leadership and an unwavering commitment to Black students’ dignity and humanity.

At IDRA, we will continue doing the work of love. We will advocate for policies, practices and learning environments where Black history is taught fully, Black students are affirmed every day and every Black student has the freedom to learn and thrive.

Resources

ASLAH. (February 2026). 1926 – Negro History Week Established. Association for the Study of African American Life and History.

Brown, N., Carswell, N., Domingo, B., Frazier, E., & Lyons, M. (January 2026). Listen to Us! A Legal Youth Participatory Action Research Project on the Discipline Experiences of Black Girls in Atlanta Area Schools. IDRA.

Craven, M. (February 2024). A Policy Agenda to Support Black Students. IDRA.

IDRA. (2022). Culturally Responsive Practices in Four Critical Levels – Overview. IDRA.

IDRA. (2025). Family Leadership in Education Model.

L’Hommedieu, A., & Crosby, T. (October 31, 2011). Cleveland Sellers Oral History Interview, South Carolina Political Collections. University of South Carolina Libraries.

LDF. (December 17, 2025). Civil Rights Organizations Demand Texas State University Reissue Invitation to Black History Exhibition After Politically Motivated Cancellation. Legal Defense Fund.

Love, B. (February 17, 2026). How We Got Here and How We Move Forward (With Our Heads Held High). SPLC Learning for Justice.

Marshall, T. (February 2022). Doing the Work of Love – A Letter to the Community who Raised Me. Honoring the Arms that Lift Us – Southern Stories from Our Black Staff. IDRA.

NAACP. (2023). Improving state education outcomes for Black teachers and students. The Crisis.

Woodson, C.G. (1933). The Mis-Education of the Negro. Internet Archive.

Thomas Marshall III, M.Ed., is IDRA’s policy communications strategist (thomas.marshall@idra.org).

FAQs

What is the significance of 100 years of Black History Month in education?

Black History Month, founded by Dr. Carter G. Woodson in 1926 as Negro History Week, was created to ensure Black history was accurately taught in schools. A century later, its purpose remains urgent as debates continue over race, curriculum and equity in public education.

Why does Black history matter in public schools?

Teaching Black history helps all students understand the nation’s full story. For Black students, culturally sustaining curricula promote belonging, engagement and academic success by reflecting their identities and lived experiences.

How do curriculum restrictions affect education equity?

When schools censor discussions about race or Black history, students lose access to truthful, inclusive learning. Research shows that denying culturally sustaining education harms student belonging and limits academic opportunity.

How does IDRA support Black students in public schools?

IDRA advances education equity through model policy development, student-led research, family engagement strategies and advocacy for inclusive curricula and fair discipline practices.

[© 2026, IDRA. This article originally appeared in the February edition of the IDRA Newsletter. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]