About The Quarantine Racism® Movement

Key Aspects of the Movement and How the Course Supports Them

Culturally Responsive Education

The movement calls for teaching practices that respect and reflect students’ cultural identities. The course teaches educators to:

• Use Leadership Skills (Week 1): Lead classrooms that model respect for cultural identity and promote racial affirmation.
• Implement Affirming Materials:
  • Daily Affirmation Cards for Black students (“I am the dream of my ancestors,” “My brilliance is endless”).
  • Culturally Responsive Classroom Posters showcasing Black leaders and achievements.
  • Student Identity Journals encouraging students to reflect on their heritage and strengths.

Inclusive Curriculum

The movement demands curricula that accurately represent Black contributions and histories. The course strengthens this by:

• Using Qualitative Data (Week 3): Training teachers to listen to students’ experiences and use them to guide lesson choices.
• Pairing Lessons with Identity-Building Activities: Activities celebrate Black excellence and affirm student pride in their cultural identity.

Supportive Environments

Creating safe and affirming spaces is at the heart of the movement. The course guides educators to:

• Develop Supportive Processes (Week 2): Use organizational and classroom processes that sustain belonging and trust.
• Lead Daily Affirmation Routines: Morning chants or call-and-response practices that reinforce student confidence and self-worth.

Equitable Funding

While systemic advocacy is required for funding equity, the course shows educators how to:

• Maximize Limited Resources (Week 4): Use numerical data to identify gaps in resource use and prioritize practices that have the greatest impact on student confidence and learning.
• Apply Low-Cost, High-Impact Tools: Such as affirmation cards, posters, and reflection sheets to help students feel valued even in under-resourced schools.

Representation Matters

Representation is critical for fostering student belonging. The course supports this by:

• Leadership Role Modeling (Week 1 & Week 6): Helping teachers—regardless of race—develop racial equity leadership skills that affirm Black students.
• Role-Play & Cultural Analysis Activities (Week 6): Training teachers to confront bias and act as affirming allies.
• Daily Verbal Reinforcement: Teachers practice scripts and affirmations to consistently highlight Black students’ potential and excellence.

Why It Matters

✔ Addressing Systemic Racism
The course teaches educators how to use leadership and data to identify and dismantle systemic barriers (Weeks 6 & 7).

✔ Promoting Academic Success
Research and course practices show that strong teacher-student relationships and affirmations boost engagement and achievement.

✔ Fostering Well-being
Through affirmation-based classroom practices (Weeks 1–7), students build confidence, resilience, and emotional safety.

✔ Building a More Just Future
The combination of systemic advocacy and classroom-level practices ensures that Black learners feel seen, heard, and celebrated, laying the foundation for equity and justice.

In Essence

The “Black Learners Matter Too” movement calls educators, policymakers, and communities to action. By integrating leadership skills, data-driven strategies, and affirmation-based practices from the Promoting Positive Racial Teacher-Student Classroom Relationships course—alongside materials such as daily affirmation cards, posters, and student journals—this movement ensures that every Black student walks into classrooms where they are reminded daily:

“I am smart. I am capable. I am the dream of my ancestors. My brilliance matters.”

Dr. Derrick Campbell

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