Seeing the innocence and leadership in Black boys

Before diving into this column, I want to be clear: this is not a critique of any one school, district, or institution. Rather, it is a broader reflection. A blend of research, observation, and personal experience on the current state of education for Black boys in America.

Over the past 15 years in education, I have witnessed and participated in numerous frameworks and interventions designed to enhance student engagement, strengthen family partnerships, and elevate school culture. These include Positive Behavioral Interventions and Supports (PBIS), Building Assets Reducing Risk (BARR), Check-In/Check-Out, Check & Connect, and Culturally Responsive Teaching, just to name a few.

One framework I often lean into is ‘The Innocent Classroom.” Its founder, Alexs Pate, author of “The Innocent Classroom: Building Relationships that Undermine Bias,” emphasizes the importance of restoring students, especially students of color, through strong relationships. This approach focuses on understanding the positive motivations behind student behavior while nurturing and protecting their dignity.

At the heart of this framework is a simple but powerful question: What is the student “good?’ Not what they are good at, but how they show up in their environment. Are they seeking connection? Leadership? Acceptance? Care?

In many school environments, Black boys carry the weight of stereotypes, assumptions, lowered expectations, and doubt. Too often, they are not seen as typical students. If we are truly committed to cultivating their brilliance and leadership, we must begin by restoring what society frequently overlooks: seeing them as children, not as problems to manage, but as young people to nurture.

One of the most important shifts we can make is in how we see Black boys when they walk through our doors each day. When we recognize both their innocence and their leadership potential, we create the conditions for them to rise within our learning environments.

Every Black boy deserves the freedom to explore, learn, grow, and make mistakes without being unfairly judged. Like all children, they are evolving, trying new things, changing their minds, and learning through experience. It is the responsibility of the village: schools, families, communities, and faith institutions to guide and protect them along the way.

When that guidance and protection are absent, we risk removing the nurturing environment necessary for their emotional, spiritual, physical, mental, and intellectual growth. Seeing the innocence in Black boys does not mean expecting perfection; it means recognizing that they are still learning and developing. They need patience, understanding, and consistent support.

At the same time, Black boys possess powerful leadership qualities from an early age. Leadership does not suddenly appear in high school, it is cultivated over time through responsibility, affirmation, encouragement, and opportunity.

Yet, leadership opportunities in schools are often limited to students who fit a narrow definition of “perfect.” Too frequently, Black boys are overlooked for roles that would allow them to share their voices, express creativity, and influence their school communities.

As an educator, I often find myself having one-on-one conversations with Black boys, encouraging them to apply for leadership roles and helping them see the impact they can make. Sometimes, that encouragement is the difference. When educators are intentional about cultivating leadership in Black boys, it creates a ripple effect, empowering not just individuals, but entire communities of students who begin to see themselves reflected in those opportunities.

When a Black boy sees himself as a leader, his confidence grows, his sense of purpose strengthens, and his relationship with school transforms.

Here are a few ways to affirm innocence and cultivate leadership among Black boys in your school:

1. Learn their stories and backgrounds.
2. Provide meaningful and accessible leadership opportunities.
3. Speak to their “good” in meetings and among colleagues.
4. Create spaces where their voices are heard, valued, and validated.
5. Maintain high expectations, because they can meet them.

These practices send a powerful message: You belong here. You matter. You are capable. You can rise.

Think about this:

1. How can you intentionally create more opportunities for Black boys to demonstrate leadership in your school?
   
2. How can you teach and guide them as children with both innocence and leadership potential?
   
3. How might our schools and communities change if every Black boy were seen as both deserving of grace and as a leader in the making?

Let’s Rise Together,
Richard D. Terrell

Richard D. Terrell is a native of Minneapolis, MN. He is the father of three; Zyree, Raymond andVivian. Richard has a passion for community, education, and youth development. He has served as the senior pastor of God’s Revelation MBC in south Minneapolis, and for the last 20years, he has served at various schools working with and supporting students, families, and teachers. He currently serves as an Assistant Principal with Saint Paul Public Schools.

For moreinformation on Richard D. Terrell or to purchase his book “Letters to my Young Brothers: Thereis Hope!” visit his website at https://mrrichardterrell.com.