Step 1: Initial Inquiry
Subject: Question About Recent Classroom Activity
Dear [Teacher’s Name],
I’m writing to ask about a recent classroom activity involving privilege, identity, or group status in [class name].
Could you please share the lesson materials, objectives, and any guidance used for this activity? Could you also point me to the curricular standards that the lesson is intended to meet?
Thank you for helping me better understand the purpose of the lesson.
Sincerely,
[Your Name]
Step 2: Follow Up
Dear [Teacher’s Name],
Thank you for providing more information about the [name of privilege activity].
I am grateful for your commitment to creating an inclusive environment in your classroom. However, I am concerned that this particular exercise may not actually achieve that goal. My perspective is that when kids must disclose or reflect publicly on personal identity traits that they cannot change, this can make children feel labeled, singled out, or pressured to affirm ideas that they may not fully understand or agree with. [If you have a specific anecdote about how your child experienced it, include here.]
Would you be open to discussing this further?
Sincerely,
[Your Name]
If in advance of the walkout:
Subject: Concern about student walkout
Dear [Principal’s Name],
I am writing as a parent of a student at [School Name] regarding the planned student walkout on [date]. I want to be clear from the outset that I respect students’ First Amendment rights and appreciate that the district has a thoughtful policy on student protests. I am not writing to oppose the walkout in principle. I am writing because I have some specific concerns I hope the administration will address proactively.
First, I am concerned about peer pressure and voluntary participation. Obviously, no student should be required to participate in any student-led walkout. Students, however, are at an age where social pressure can be particularly intense. I ask that the school communicate clearly and repeatedly to students — before the walkout — that participation is entirely optional, that non-participants should not face any social stigma, and that choosing to remain in class is an equally valid and respected choice. I would also ask that teachers explicitly refrain from expressing their own views about the walkout to students in the days leading up to it.
Second, I am concerned about the role of teachers and staff. I understand that teachers care deeply about their students and about current events. However, school is not an appropriate venue for teachers to advocate on politically contested issues. If teachers are discussing [the specific political issue] in class in ways that encourage students to participate in the walkout, that raises concerns about teacher political bias and may cross the line from education into advocacy. I would ask the administration to remind staff of the distinction between teaching students about their civic rights and using their position to encourage students to exercise those rights in a particular direction on a particular issue.
Third, I am concerned about instructional continuity. Classroom instruction during the walkout should continue as scheduled for students who choose not to participate. I ask that the school confirm this will be the case and ensure that students who remain in class receive substantive instruction and are not simply left to sit in a room unsupervised or made to feel like an afterthought.
[If the district does not have a policy on walk-outs add this.] [Lastly, I respectfully request that the school and district adopt a clear policy about student walk-outs that outlines the above along with efforts the district will take to ensure student safety during a walkout.]
I have full confidence in the district’s commitment to student safety and students’ right to advocacy and free speech. My request is simply that the administration communicate transparently with parents in advance about how each of these three concerns will be handled so that families and students can make informed decisions.
Thank you for your attention to this.
Sincerely,
[Your Name]
[Child’s Name and Grade]
Step 1: Initial Inquiry
Subject: Question About Classroom Book Selection
Dear [Teacher’s Name],
Thank you for the work you do to create a welcoming classroom. I’m writing with a concern about the use of [book title] in [class name].
I imagine you are using this book to help teach kindness, fairness, and respect for others. I appreciate the desire to foster these values. At the same time, I am concerned that this particular book may actually undermine these values by encouraging young children to see the world through a single lens of race and identity. In my experience, this can be divisive because it promotes the idea to young kids, who are so impressionable, that they are fundamentally different from those with different racial or other identities. I hope we can agree that we want to encourage them to see each other as individuals first, rather than solely through an identity lens. [If you have a specific account or anecdote from your own child, include it here.]
It would be helpful if you could share a bit more about how this book was selected. What is the purpose of using this book as part of this lesson? What learning objective does it support? What curricular standard does it meet? Is this book being used only in your class or district-wide?
I would appreciate the chance to discuss how these lessons can promote inclusion without reducing children to group identity.
Sincerely,
[Your Name]
Step 2: Follow Up
Dear [Teacher Name]:
Thank you for getting back to me about [book]. I want to again thank you for your efforts to create an inclusive and tolerant classroom.
Based on what you shared with me, I remain concerned that this book selection may create more division than unity. Would you be open to discussing alternative books to introduce alongside this book?
As a next step, I think it would be helpful to schedule an in-person or Zoom meeting to discuss this further.
Sincerely,
[Your Name]
Step 1: Initial Inquiry
Subject: Question About Classroom Book Selection
Dear [Teacher’s Name],
Thank you for the work you do to create a welcoming classroom. I’m writing with a concern about the use of [book title] in [class name].
I appreciate the desire to teach children about different cultures, religions, and identities. However, I am concerned that this particular book includes false, one-sided, and misleading information or narratives on a very complex geopolitical issue. Without more nuance and context, it is likely to create animosity and division, especially toward Jewish and Israeli children. Even though well-meaning, it may set the stage for antisemitism in schools. [If you have a specific account or anecdote from your own child, include it here.]
It would be helpful if you could share a bit more about how this book was selected. What is the purpose of using this book as part of this lesson? What learning objective does it support? What curricular standard does it meet? Is this book being used only in your class or district-wide?
I would appreciate the chance to discuss how these lessons can promote inclusion without reducing children to group identity.
Sincerely,
[Your Name]
Step 2: Follow Up
Dear [Teacher Name]:
Thank you for getting back to me about [book]. I want to again thank you for your efforts to create an inclusive classroom.
Based on what you shared with me, I remain concerned that this book selection may be too complex and too divisive. Would you be open to discussing alternative books to introduce alongside this book?
As a next step, I think it would be helpful to schedule an in-person or Zoom meeting to discuss this further.
Sincerely,
[Your Name]
Objectives
Subject: Question About Student Affinity Groups
Dear [Teacher’s Name],
I’m reaching out to ask about the [school name]’s affinity groups. Based on what I understand, there are [describe how the affinity groups work at your child’s school].
I understand the goal may be to help students feel supported. However, in my experience, grouping students by race, ethnicity, gender, or other identity categories can unintentionally reinforce division and teach children that group identity is their most important feature. It could also reinforce the regressive idea that there is only one way of thinking or experiencing the world, according to your group identity. Encouraging children to join an affinity group often pressures them to align with others in their group rather than develop their own ideas. [Include an example with your own child’s perspective if you have one.]
Could you direct me to more information about how these groups operate? Are they school or district-sponsored? Do they have adult facilitators? How does the school or district decide what groups to establish? What policies do they follow? Are they voluntary or mandatory? How do students participate — are they assigned or invited? What are the stated purposes of the groups? Are there any instances where the school is not disclosing to the parents what groups their children join? Are there groups that exclude students based on their identity? Are there rules around whether and how politics are discussed or supported in the groups?
I’d like to ensure that all students are treated as individuals and encouraged to build relationships across differences. I would be happy to meet to discuss this concern further.
Thank you,
[Your Name]
Subject: Concern about anti-racism materials
Dear [Administrator’s Name],
I appreciate your commitment to creating a welcoming environment for all students and to teaching students to reject racism. In that context, I am writing to you about a recent lesson you used in [class name] that introduced the concept of “anti-racism.”
I’m concerned about the use of the “anti-racism” framework as a single lens for talking about racism. While “anti-racism” has become a popular buzzword when talking about racism, it carries with it a specific ideological framework that introduces a one-sided perspective on the root causes and the solutions to racism in this country.
While well-intentioned, I think that “anti-racism” framing can actually lead to more division and hostility. Reasonable minds can differ about why we continue to see racism and disparate outcomes in this country just as reasonable minds can differ about the ways to solve these problems. However, the “anti-racism” approach does not allow for that healthy debate. Instead it leads students to accept a specific diagnosis of the problem and specific solution to the problem. This framework often tells students that some forms of discrimination are actually okay, as long as the discrimination is against people who come from historically “oppressive” groups.
To address my concerns, I’m hoping you can answer a few of my questions:
I would also like to suggest that we look at district policy when it comes to introducing concepts like “anti-racism.” While addressing racism in this country is certainly not controversial, in my opinion, the “anti-racism” framework relies on a single contested idea about the problem of and solution to racism, and therefore constitutes a “Controversial Issue” as that term is defined in the district’s policies. As such, I would like to discuss how we can ensure that “anti-racism” is introduced in a way that is age-appropriate and provides other perspectives. Oftentimes, the pedagogical approach of “anti-racism” goes over young children’s heads and does not allow them to fully understand that it is a perspective, and not settled truth.
Thank you for your attention to this matter. I would be happy to schedule a call or in-person meeting to discuss this further.
Sincerely,
[Your Name]
Subject: “Anti-Palestinian Racism [class/program/material/event]”
Dear [Teacher’s/Administrator’s Name],
Thank you for your work to create a school environment where every student feels respected and safe. I share the goal of ensuring that no student is mistreated because of their race, religion, ethnicity, national origin, or background.
I am writing with a concern about the use of the term “anti-Palestinian racism” in [class/program/material/event]. I agree with the important goal of countering bias or hostility toward Palestinian students or families. However, I am concerned that the “anti-Palestinian racism” framework is used in ways that go beyond protecting students from discrimination and instead introduces a contested and biased political narrative about Israel, Zionism, Jews, and the Israeli-Palestinian conflict.
I agree that the district should teach students to reject bigotry and treat all classmates with dignity. My concern is that this framework presents one political perspective as settled truth, especially if it characterizes support for Israel or Zionism as inherently racist or oppressive. That would be a serious problem in a public school setting, particularly if students are not also exposed to competing perspectives or if Jewish or Israeli students feel pressured to disavow part of their identity or community.
To better understand how this material is being used, could you please share:
I would also like to understand how the school is ensuring that all students, including Jewish, Israeli, Muslim, Arab, and Palestinian students, are treated as individuals and not asked to represent or answer for political conflicts.
I would appreciate the chance to discuss this further and to understand how the school plans to address discrimination without introducing one-sided political advocacy into the classroom.
Sincerely,
[Your Name]
Subject: [Lesson/Survey/Activity/Program]
Dear [Teacher’s/Administrator’s Name],
I am writing to request that my child, [child’s name], be excused from participation in [lesson/survey/activity/program] scheduled for [date or time period].
Based on the information available to me, I am concerned that this activity may involve personal questions, political or ideological content, identity-based exercises, or other material that we prefer our child not participate in. We respect the school’s role in teaching academic content and fostering a respectful environment. At the same time, I believe parents should be informed and have the ability to decline participation in activities that ask students to disclose personal beliefs, family views, identity traits, emotional experiences, or political opinions.
Please confirm in writing:
I would also appreciate copies of the materials associated with this activity, including any lesson plans, handouts, slides, survey questions, videos, or teacher guidance.
Thank you for your attention to this request. I appreciate your help ensuring that this is handled respectfully and without drawing unnecessary attention to my child.
Sincerely,
[Your Name]
Subject: Concern about Proposed [or Current] Equity Policy
Thank you for your work to create a school environment where every student feels welcome and has the opportunity to succeed.
I am writing to share my concerns about the district’s proposed [or current] Equity Policy. I strongly believe every student in this district should be treated with individual dignity and should be recognized for their unique traits and skills regardless of their race, ethnicity, religion, gender, sexual orientation or otherwise. I likewise support efforts to address academic achievement gaps in the district.
However, I am increasingly concerned that using the kind of “equity” lens that the policy applies could actually exacerbate division in this district and is unlikely to actually improve achievement gaps. Moreover, I’m concerned that a policy like this could put our district on the radar of the federal government to the extent that it creates permission for the district to treat students differently solely because of their racial or ethnic identity. Specifically, I am concerned about the following:
I want to be clear: I strongly support closing the achievement gap and ensuring every child in this district receives an excellent education. I simply believe there are more effective, less divisive ways to get there — approaches grounded in evidence, academic rigor, and universal standards that lift all students.
I would welcome a meeting with you and/or relevant staff to discuss my concerns and explore what alternative approaches to student success and fairness might look like for [district name]. I am happy to meet at your convenience.
Thank you for considering my concerns.
Sincerely,
[Your Name]
[Note: This can be used in addition to, or as an escalation of, a FOIA / Public Records Request, see NAVI’s FOIA Guidelines]
Subject: Public Records Request Regarding [insert here]
Dear [Records Officer/Superintendent/Principal],
Pursuant to the Protection of Pupil Rights Amendment, 20 U.S.C § 1232h, I am requesting access to the following materials:
Please provide these records electronically if possible. If any portion of this request is denied, please identify the specific exemption relied upon and release all reasonably segregable non-exempt portions of the records.
If there are fees associated with this request, please inform me before processing if the cost will exceed [$ amount]. If this request is too broad, please contact me so that I may clarify or narrow it.
Thank you for your assistance.
Sincerely,
[Your Name]
Subject: Request for Stronger Curriculum and Training Materials Transparency
Dear [School Board Members/Superintendent],
Thank you for your service to our schools and for your commitment to students and families. I am writing to ask the district to adopt stronger transparency policies so parents can better understand what is being taught in their children’s classrooms and what training teachers are participating in.
Parents should not have to rely on incomplete information, screenshots, or secondhand accounts to understand what their children are learning. A strong school-parent partnership requires openness. When curriculum, supplemental materials, surveys, outside speakers, professional development, or classroom activities are not readily available, trust breaks down.
I urge the district to adopt a policy requiring that the following be made available to parents in a clear and timely way and not only upon request:
I would also encourage the district to make these materials available online in a searchable format and to provide advance notice when outside speakers, surveys, or politically sensitive topics will be introduced.
Transparency protects students, reassures parents, supports teachers, and strengthens public trust in the district.
I would be grateful if the board would consider placing this issue on an upcoming agenda. I would also welcome the opportunity to speak with district leadership about what a clear and workable transparency policy could look like.
Sincerely,
[Your Name]