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Sarah K. Howorth of Orono is a former special educator, a board-certified behavior analyst, and a special education teacher preparation faculty member. She is the recipient of the Council for Exceptional Children’s 2025 Outstanding Leadership Award.
Across the country, a dangerous narrative is taking hold—one that seeks to dismantle diversity, equity, and inclusion (DEI) initiatives in teacher education and public school classrooms. This pushback is not political maneuvering, but a threat to equal education for all students. If we fail to resist this trend, decades of progress in creating learning environments that serve every child, regardless of race, disability, language, gender identity, or socioeconomic background is undone.
Opponents of DEI argue that these initiatives inject politics into education, divide students, and undermine academic rigor. Not only is this misleading but also fundamentally misrepresents the role of DEI in schools. Diversity, equity, and inclusion are not about exclusion or indoctrination. They ensure that every student has access to an education that supports their learning and prepares them to work in a diverse world. Teacher preparation programs that emphasize DEI help educators with the skills to teach increasingly diverse students. Without this training, teachers remain unprepared to support students and reinforces cycles of inequity. Research has shown that culturally responsive teaching improves student engagement and achievement.
Rolling back DEI policies has consequences. Disregarding equity allows disparities in resources and opportunities to persist. Abandoning inclusion pushes students to the margins and tells them they do not belong.
Consider students with disabilities and multilingual learners. These students already face systemic barriers in education. Without DEI initiatives, we risk reverting to exclusionary practices that fail to recognize their strengths and challenges (think of the 1950s). Schools that prioritize inclusion improve outcomes for all students by fostering empathy, critical thinking, and a sense of belonging. Federal protections such as the Individuals with Disabilities Education Act (IDEA), Title VI of the Civil Rights Act of 1964, and Section 504 of the Rehabilitation Act of 1973 mandate equal educational opportunities, reinforcing the necessity of inclusive practices.
Additionally, Brown v. Board of Education established that “separate but equal” education is unconstitutional. The Civil Rights Movement of the 1960s led to the passage of the Elementary and Secondary Education Act (ESEA) of 1965, aiming to close opportunity gaps for marginalized students.
Educators cannot afford to be silent. The attack on DEI is an attack on the core principles of our nation — fairness, opportunity, and the belief that all people deserve a chance to thrive. Schools must resist policies that seek to erase or silence marginalized voices. This is not about politics; it is about pedagogy. Classrooms must remain spaces where every child can see themselves reflected in the curriculum, feel valued, and access the tools they need to succeed.
The fight for equitable education is far from over. We must reject the false narrative that diversity is divisive, that equity is unnecessary, and that inclusion is optional. Instead, we must double down on preparing educators to teach in classrooms where every child matters. Students must see a future in which they are not just tolerated but celebrated. A truly excellent education serves everyone—not just the privileged few.
Federal mandates, such as the Every Student Succeeds Act (ESSA), emphasize the importance of equity in education, underscoring the need for inclusive policies and diverse curricula. Abandoning DEI risks violating not only ethical obligations but also legal protections under IDEA, Title IX, and the Americans with Disabilities Act (ADA).
Now is not the time to step back. It is time to stand up for DEI in our schools, teacher preparation programs, and communities. Our students deserve nothing less.
