Supports for Implementing Equitable Practices in the K–12 Classroom: A Qualitative Study of Teachers' Perceptions

Abstract

ublic schools in the United States have become more diverse over the past two decades (U.S. Government Accountability Office, 2022). In line with this trend is a growing emphasis on the concept of educational equity. The demographics of the United States' public school population have shifted not only in terms of race and ethnicities but also in socioeconomic status and disability status (U.S. Government Accountability Office, 2022; Schaeffer, 2023). Concurrently, disparities persist in academic achievement among historically marginalized students, including Black and Latino students, English learners (ELs), students with disabilities (SWDs), and students from lower-income households. These trends highlight the growing need to develop supportive learning environments and teach students in ways that are the most appropri- KEY FINDINGS■ Roughly one-third of teachers reported a lack of messaging about teaching traditionally underserved students, such as messaging about teaching with an equity lens and how teachers can implement equitable practices in the classroom.