37.3 Antiracism Work in Schools: Using DBT Skills to Empower South Texas Educators

Abstract

Implicit biases within school systems harm minority students. Black and Hispanic students are more likely to receive school expulsions contributing to the school-to-prison pipeline. This study provided antiracist resources and taught DBT skills, such as mindfulness and emotional regulation, to educators to promote antiracist growth. Online antiracism toolkits were researched and consolidated for the creation of a curated antiracist toolkit for educators. DBT skills were incorporated in a 2-day train-the-trainer workshop on antiracism. The workshop included education on racism in education, DBT skills, situational role-play, small group discussions, and meta-cognitive activities. Workshop participants completed a workshop application, pre-/postsurvey, and 6-month follow-up survey. Additionally, each participant received 3 books on antiracism. The antiracism toolkit for educators had 5 sections: 1) History of Racism; 2) Impact on Our Students; 3) Book and Media Resources; 4) Classroom Resources; and 5) DBT and Self-care. The majority of educators (75%; n = 12) perceived at least a moderate amount of racism among their students, and a smaller majority (58%) perceived at least a moderate amount of racism among their colleagues. Most educators (83%) reported no antiracism trainings at their schools. Educators who attended the workshop (n = 9) showed improvement in antiracism attitudes and confidence in utilizing and teaching DBT skills, and the growth was largely sustained 6 months later. DBT-centered antiracism training promoted confidence in educators in utilizing DBT skills to lead antiracism workshops. The antiracism workshop, toolkit, and books promoted antiracism attitudes for at least 6 months. Workshop feedback was overwhelmingly positive. A DBT train-the-trainer model to promoting antiracism skills and attitudes may be effective in spreading antiracism impact in communities. The virtual format may facilitate accessibility to educators who lack access to trainings. However, the virtual platform may make it difficult to build community among the participants. Continued active education and systemic support of educators are important to maintain an antiracist school culture.