WELCOME TO THE CAUSE of creating a better future for our children by keeping God in our schools. By that, we mean:
We envision public schools as places where students feel the freedom to express their faith and where they gain an academic appreciation for the Bible and Christianity across the whole curriculum as it relates to history, culture, and values. This can be done legally and appropriately within existing constitutional boundaries and in keeping with current laws and state standards.
What Can I Do?
The School Checklist (below) answers the question: “What should I do?” The checklist becomes a simple way to review your schools and, if necessary, advocate for improvements. It focuses on two areas:
Religious freedom so students feel the freedom to express their faith;
Academic freedom so students gain an appreciation for the Bible and Christianity across the whole curriculum as they relate to history, culture, and values.
Evaluate two things in your schools:
POLICIES - School policies need to promote and protect freedom of religious expression and academic freedom to address topics related to religion
PRACTICES - Classroom practices need to foster freedom of religious expression and instruction about the cultural and historical influence of the Bible and Christianity.
School Checklist
|
The school district has a favorable policy about religious topics |
Y |
N |
|
The school district has a policy regarding holidays similar to the Sioux Falls School District which was found constitutional in Florey v. Sioux Falls |
Y |
N |
|
The school district allows for, or requires, a moment of silence at the beginning of each day (applicable in 34 states) |
Y |
N |
School Practices
|
Teachers are adequately informed of the school district’s favorable policy on teaching about religious topics |
Y |
N |
|
Bible literacy and Judeo-Christian history, culture, and values are appropriately included across the curriculum (see examples below) |
Y |
N |
|
In Social Studies – students learn about the Bible and Christianity’s influence on American and Western civilization (link) |
Y |
N |
|
In Language Arts – Bible literacy is incorporated to enhance literary understanding |
Y |
N |
|
In Science – students are taught the limits of science and have access to the full range of scientific views about evolution (link) |
Y |
N |
|
In Mathematics – students learn how people of faith use math to benefit others (e.g., charity, inventions) |
Y |
N |
|
In Foreign Language – students learn the Christian cultures of foreign countries |
Y |
N |
|
In Music – sacred music is incorporated into the music program |
Y |
N |
|
In Art – students learn the significant role of Christianity in the support and develop of the arts |
Y |
N |
|
In the Library – students have access to the Bible and books with Christian characters and themes |
Y |
N |
|
As part of the music program, students sing Christmas carols and other songs with religious themes |
Y |
N |
|
Educators teach about the religious aspects of Thanksgiving, Christmas, and Easter |
Y |
N |
|
Teachers conduct a moment of silence at the beginning of each day (applicable in 34 states) |
Y |
N |
RELIGIOUS FREEDOM
School District Policies
|
Religious Freedom Day is officially recognized annually by a resolution or policy from the school board. (Sample resolution) |
Y |
N |
|
The school district has a policy and guidelines clarifying students’ and educators’ religious liberties. (Sample Policy) |
Y |
N |
|
The school district has a policy allowing religious release time programs. |
Y |
N |
|
The school district has a policy allowing student-led religious clubs. |
Y |
N |
|
The school district has a policy allowing after-school religious clubs. |
Y |
N |
School Practices
|
Religious Freedom Day is recognized by each school. |
Y |
N |
|
Schools annually distribute information about students’ religious liberties to all students, parents, educators, and administrators. Schools consider video for announcements. (sample video) |
Y |
N |
|
Character education lessons include explaining the freedom to express one’s faith in word and deed at school. (See article) |
Y |
N |
|
The schools offer a religious release time program. (link, link) |
Y |
N |
|
The schools have student-led religious clubs. (link) |
Y |
N |
|
The schools have after-school religious clubs. (link) |
Y |
N |
What to Do About a Problem Teacher
At some point in your child's education you may have an insurmountable personality conflict with a teacher. What can you do then?
Meeting with the Teacher
Meet with the teacher and express your concerns in a gracious and tactful way. Use "I" statements rather than "you" statements as you talk about the problem. Instead of saying, "You are causing Sally to hate school," say, "I sense that Sally doesn't like coming to school any more." Solicit suggestions from the teacher on what may be causing Sally's problem and discuss various solutions. This conveys that you are not attacking the teacher but are seeking her advice on how to solve the problem. It is also important that you help the teacher understand why your child is upset by something that is going on in the class. If the teacher suggests that your child needs to change in some way and it seems reasonable, acknowledge it. Then tactfully ask how the teacher will change in order to create a win-win situation. Guide the conversation and suggestions to a satisfactory conclusion. If you can't seem to resolve the problem with the teacher, it will be necessary to meet with the principal.
Meeting with the Principal
Visit the principal to discuss your concerns. However, realize that the principal will not outwardly agree with your criticism of the teacher. It is important that the principal maintain a positive and supportive relationship with all the teachers in the school. He will not undermine that relationship by siding against one of his staff, at least not in front of a parent. Does this mean the administrator is indifferent to your concern? No, not at all. However, he is not going to appear to undermine the teacher's classroom authority. It would be unprofessional of him to criticize a member of his staff in a conversation with a parent.
When talking with the principal, be gracious and positive about finding a solution. List your concerns on a note pad to refresh your memory as you talk. Your concerns need to focus on the problems that are causing a disruption of your child's education. Also, list a few suggestions for how you think the problem can be resolved. The principal will discuss your concerns with the teacher and seek a resolution. However, there are occasions when the best course of action is to transfer your child to another class.
Asking for a Transfer
The principal can transfer your child if he thinks it is best. When talking to the principal, emphasize that you are not attacking the teacher's competency – you are concerned that your child isn't doing as well as he could because of the problems between the teacher and the student. Reassignment may not be easy for an administrator to do. He may be concerned about setting a precedent; he may have no room in other classes; he may be concerned that such a move would undermine staff morale.
It is important that you use your best "people skills" to persuade the administrator that moving your child is the right thing to do. The principal most likely will not transfer a student simply because the parent doesn't like the teacher or the teacher is unpopular with students. The principal will need to see legitimate academic or social concerns that warrant such an action.
He may also want to wait a little while for space to open up in another classroom. In most schools there is a constant stream of students moving in and out of classes due to families moving in and out of the community. The principal will most likely wait for this to create an opening for your child.
Sometimes the problem is not the teacher, but a specific book the class is reading or a subject they are studying. In this case, you don't need to transfer your child to another class, but you may want to temporarily remove him from the classroom.
Removing your Child from a Lesson
If the problem is over a particular book or curriculum being used by the teacher, you may wonder whether you should remove your child from the classroom. I suggest to parents that they should seek to remove their child from a program when they can no longer influence their child's learning. That means that either they cannot influence their partner – the teacher – to choose another educational strategy, or they cannot sufficiently undo what the child is learning in class.
You don't need to remove your child from an activity if you can influence the teacher to choose a better alternative. The mother of an eighth-grader told me how she was able to influence her child's teacher to alter the lesson plan. This not only saved her from having to remove her child from the activity, but it improved the lesson plan for the other children, too.
The teacher announced she would be showing an R-rated movie (Blade Runner) as part of a science fiction unit. "I called her, expressed appreciation for her hard work, and told her I felt R-rated movies were not appropriate for the classroom. I suggested some positive alternatives. She considered my suggestions and changed the movie."
© Eric Buehrer
Teaching and Promoting Tolerance
Article Updated 02/19/2025
The Need for a Clear and Practical Definition
In recent years, schools have given an increasing amount of attention to issues surrounding diversity and tolerance. Character education courses, multicultural material, and even health curricula weave the theme of tolerance through their lessons.
Incidents such as the Charlottesville white nationalist rally or the South Carolina church shooting by white supremacist Dylann Roof shock us into the reality that hate-motivated crime is still alive in America.
While some people use these tragedies to create the appearance of a crisis largely for political reasons, it must be pointed out that incidents of hate crimes are relatively rare. For example, the FBI shows that there were 11,862 hate crimes in 2023. However, in 2023, there were an estimated 1.22 million aggravated assaults 11, 862 is only 0.97% of all 1.22 million aggravated assaults. (Of course, the rarity of the occurrences is little consolation to the victims.)
Clearly, we are not a nation of bigots and haters, though the spotlight put on certain incidents might make it appear that way. The need for tolerance is not because of an epidemic of hate crimes, but because of the much more mundane and daily social interactions that require treating each other with respect and dignity. It is in these interactions where educators deal with intolerance most frequently: hallway insults, angry outbursts, and smug dismissals of others' viewpoints during class discussions.
Not only do educators deal with these types of social interactions among students, they, too, are tested in their tolerance for student clothing, hair styles, body piercing, attitudes, morals, and behaviors.
Defining Tolerance
When some use the word tolerance, they mean the first definition you find in the dictionary: recognition of and respect for the opinions, practices, or behavior of others. However, it is important to understand that respect here means, not veneration, but the avoidance of interference. Without this clarification, the definition of tolerance comes to be viewed as a gushing acceptance of just about everything someone says or does. Some even go so far as to define tolerance as the embracing and celebration of the opinions, practices, or behaviors of others.
Many educators and parents, however, cringe at the moral relativism of this approach. Yet, they feel boxed in by the current talk of tolerance. If they oppose it, they run the risk of being accused of advocating bigotry, intolerance, and even hate. This is because those promoting the most open-ended view of tolerance have staked out the playing field by defining the terminology. Pressure then gets placed on colleagues and students to adopt this view of tolerance. To resist is to appear intolerant.
Tolerance Requires Virtue
Tolerance, in and of itself, is not a virtue. If a student tolerates drinking and driving, his tolerance is not virtuous. Tolerance is neutral. Tolerance derives its value from what it is the student tolerates, and the manner in which the student expresses his tolerance and intolerance. This involves character.
When a student uses a racial slur, his problem is not a lack of tolerance, but a lack of kindness and a problem with pride (the root of belief in racial superiority). When a student makes fun of a classmate's point of view during a class discussion, his problem isn't a lack of tolerance, but a lack of courtesy. When one student spits on another student because he thinks his schoolmate is gay, tolerance isn't the issue so much as is self-control.
Proper tolerance is the outgrowth of moral character qualities such as kindness, patience, courtesy, humility, love, self-control, and courage. Even intolerance should be expressed through these qualities.
Students need to be taught that tolerance arises from character. If they don't understand this, they will think they are being tolerant when they are actually only expressing indifference ("whatever"), or apathy ("who cares?"), or even recklessness ("why not?"). Improperly taught, "tolerance education" can lead to disarming students of their proper convictions.
Tolerance Requires Standards
The view that tolerance means, "accepting everyone's ideas and behaviors" is impractical in the real world. It sounds nice in classroom discussions and school board declarations, but it won't work in the hallways. You will find a more practical definition of tolerance in the dictionary's second definition of the term: the allowable variation from a standard. For instance, an engineer might ask about the tolerance of a metal beam in a building during an earthquake. How far should it bend before serious structural damage is done?
This is the definition by which we most commonly live. We establish a standard of what we think is best (even if somewhat vague). We then establish an allowable variation from that standard (often more vague). Then we judge the ideas and actions of others based on what we've established. This is as it should be. To do otherwise is to invite social and moral anarchy. The problem for many people isn't intolerance; it is in not clearly defining their standards.
Even so, we establish standards in hundreds, even thousands, of categories. For example, the First Amendment states that Americans have the right to peacefully assemble and petition their government. In other words, to protest something. Offensive words may be said and even annoying actions may take place. Though offensive to some, these actions are still legally tolerable. What is illegal (intolerable) is when actions become violent and the property of others is stolen or damaged.
Within the school setting, this definition of tolerance is applied in many places: dress codes (pants are allowed, but not hot pants), hallway conduct (conversation between boys and girls is allowed, but not sexual harassment), and classroom participation (students may not have to participate in discussions, but they can't fall asleep).
This practical definition is valuable for classroom instruction because it honors students' moral frameworks developed by their religious education and families. Rather than teach them that tolerance is best demonstrated by an absence of judgment, it teaches that tolerance requires making judgments: first, establishing a standard, and second, establishing the limits of the allowable variation.
If students aren't taught to clearly establish their standards and allowable variations, they will struggle with what to tolerate. In frustration, they may simply jump to the sophomoric view that they should just accept everything. This doesn't require hard thinking and yet has the appearance of taking the moral high ground.
Some may raise the concern that making judgments will only add to someone's existing prejudices. There are two reasons why this doesn't have to be. First, as we have seen, the reality is that this is the way tolerance really works, so the best course of action is to help students think deeply about their standards. Secondly, no matter what their standards are, they should act virtuously toward anyone who varies from those standards.
Ironically, educators can create more "tolerant" school climates by focusing not on tolerance, but on character.
Click here for a practical student handout that explains a better definition of tolerance.
© 2025 Gateways To Better Education
Challenging a Book in Your School
There are many educators who believe that when parents question something being taught in the classroom, it's meddling. When parents ask to have something removed...it's censorship! But, is it? To hear certain groups tell it, you'd conclude that Hitler is alive and well and lurking in the wings of Hooterville High School.
Definitions
The word "censorship" as it applies, or is misapplied, to school issues seems hard to define. The dictionary defines a censor as, "one authorized to examine material, as literature or plays, and remove or suppress anything considered objectionable." If that definition were applied to a school district, every school board member, administrator, and educator would be a censor. They are all authorized to examine material and suppress (by not choosing) all kinds of books and programs to which students could be exposed.
Even the pros struggle with applying censorship to classroom situations. Edward B. Jenkinson who served as the chairman of the National Council of Teachers of English's Committee Against Censorship takes a stab at clarifying the issue for us in his book Censors In The Classroom: The Mind Benders. He not only falls short in his attempt, he admits defeat in the introduction of the book:
"I, too, am a censor. I do not permit my daughter to watch certain television shows because they are filled with crime and violence. I do not want her to read certain literary works because I believe that she is not yet ready for them. As a parent, I feel that I have a moral obligation to be concerned about what my child sees and reads." (p.xvi)
Recognizing that his book would be pretty short if he left it at that, Mr. Jenkinson goes on:
"On the other hand, I know I do not have the right to impose my standards on the other children in her class or in the nation. I must live with the constant uncertainty that by denying her the right to read or see anything, I may be seriously limiting her education. I do not know exactly what is best for my child — I can only try to provide what I think is right. But the public censor apparently knows what is best for all children."
Now, I'm not picking on Mr. Jenkinson, but after all, he did write the book. The whole problem of censorship in the classroom is a clash between private and public censorship.
When Mr. Jenkinson sends his daughter to the public school, he must decide whether or not his "moral obligation" extends into the classroom. If it is truly an obligation, he must inject himself into that classroom. Otherwise he, or any other parent, must alter his sense of moral obligation by stating, "I feel that I have a moral obligation to be concerned about what my child sees and reads...except in school; then, anything is acceptable." Not much of an obligation, is it?
The question of "moral obligation" also goes on in the mind of the teacher. She is the "imposer" of values ranging from conduct, hygiene, speech, academics, and, yes, what is valuable for children to read. And, yet, she is only one person, just like a parent. When a parent questions the validity of a book in school, we call it a censorship challenge. But when the teacher does it, we call it part of the job. Maybe censorship is part of the job!
So, What is Censorship?
Reason causes me to conclude that to be an educator is to be a censor. The word "censor" has become a bad word. It is used today to emotionalize a situation. It never clarifies an issue. It is only used to paint one group of people as the "bad guys." There is nothing wrong with the word. The problem is with what we now think of when we hear the word. When I say, to be an educator is to be a censor, I mean that the very process of education chooses one thing over another, sometimes for logical reasons and more often because of personal biases.
To be fair, schools cannot have it both ways. Educators shouldn't describe what a parent wants to do in seeking to remove a book as censorship and describe what schools do every day as selection.
The only suitable definition of a censor is the one found in the dictionary: "one authorized to examine material, as literature or plays, and remove or suppress anything considered objectionable." Some dictionaries refer to suppressing things for the "public good." The very act of teaching is the act of promoting that which is good and ignoring that which is objectionable.
Determining what is good and what is objectionable is where the conflict arises. Public education by its very design cannot avoid these conflicts. If it could, it would neither be public nor education.
Four Book Selection Guidelines You Can Suggest to Teachers
1. Does it violate your school's handbook on profanity? If a student can't say it in the halls, why does he have to read it in the classroom? Look, in the real world lots of people use foul language, but if we don't like it we can walk away. In a compulsory education system with an assigned reading a student is forced to read it. Why do that? Even if the book is just on a reading list, you have to ask yourself, "With 50,000 books published every year, is this the best stuff we can recommend?"
2. Would the teacher read the book out loud in public? If the book has a sexually explicit or gratuitously violent passage that seems so relevant to student angst or sexual tension, would the teacher be willing to read it at the next school board meeting or PTA? Could he give it to a school board member and ask her to read it out loud? If he thinks it might be embarrassing, maybe he needs to think twice about letting minors read it. Another thought: Is the teacher assuming students are more mature than they really are? They seem sophisticated in the way they talk and dress, but they may not be emotionally ready for a certain book's content.
3. Does the book represent the most noble and most inspiring literature students can read? They'll probably spend most of their lives reading uninspiring stuff (if they read much at all). Now's the chance to lift their sights a little higher.
4. Is the book the only one that will teach to the objective? Can the teacher satisfactorily defend why he chose the book and rejected (censored) any other possibilities? Can he reach his objective with another book and, thus, satisfactorily address parents' concerns?
© Eric Buehrer
Back to School Tips
With the new school year beginning, here are some tips to help parents and their children in the months ahead. . . .
1. Inform your children of their freedom of religious expression at school.
Your children can express their faith in their homework and share about their faith with classmates. For a list of their religious liberties, click here.
2. Teach your children discernment.
Help your children learn to think critically about what they are learning instead of merely absorbing it. Predict what they may learn and pre-teach your perspective on the topic. You can do this by reading their textbooks and talking to them about any questions you may have about the author's bias. This will help them become active listeners and discerning thinkers. Over dinner, ask them if they detected any bias in how the topic was taught that day.
3. Pray regularly for your children's teachers.
Praying for your children's teachers may sound like a standard piece of advice, but I recommend that you be very intentional in your prayers. Make a list of your children's teachers, school principals, and other adults in their lives. Put this list in a place where you will be reminded daily to pray for them. Here's the key: Ask God how He wants to use you to be a godly influence in their lives this school year. Then, watch for the doors He opens!
4. Bless the teacher with an encouraging note.
Even within the first few days or weeks of the school year you can find something the teachers are doing that you appreciate. It may be something your children enjoyed learning, it may be the way the teachers decorated their rooms, it may be a classroom activity that you think is a great idea. Let them know by writing a brief note of appreciation and encouragement.
5. Encourage your children to pray each morning at school.
In 34 states, schools can, and in about half are required to, start the day with a moment of silence. Even if your state doesn't have a moment of silence law, you can download a beautiful prayer and give it to your children to pray each day. Click here for a list of all the states with laws regarding moments of silence.
6. Be an encouragement to Christian teachers at school.
If you know a teacher at your children's school who is a Christian, get a map of the campus from the school office, and meet with that teacher. On the map, ask the teacher to circle the names of other Christian teachers he or she knows. During the school year look for opportunities to connect with those teachers and give them encouraging information about how they can address religious holidays, their students' religious liberties, and helpful articles from the Gateways to Better Education website.
May you and your children be used by God to bless others this year at school.