They can own the store, not just shop in it

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

For generations, many Black boys have been taught how to survive, or simply how to be, but not always how to build and grow independently. They are often told to go to school, get good grades, find a good-paying job, stay out of trouble and follow the expectations of the world. While there is value in discipline and structure, we must also teach Black boys how to create opportunities, solve problems and own their future. That is where entrepreneurship comes in.

I have learned firsthand that entrepreneurship is bigger than starting a business. It is a mindset, what we call a “growth mindset.” It is the ability to see a need in our community and respond with a solution to improve the people and systems around you. It is creativity, leadership, resilience, innovation and faith in action. When we teach entrepreneurship to Black boys, we are not just preparing them to make money, we are preparing them to make an impact. A change. A long-lasting change that can make a difference in their family and community.

The truth is that too often, Black boys are seen only through narrow lenses: as athletes, entertainers or laborers. But Black boys are inventors, visionaries, designers, coders, investors, educators and CEOs. They have ideas worth developing and voices worth hearing. They deserve to know that they can own the store, not just shop in it. They can run the company, not just work for it. They can help form sports teams, not just play for them.

With the collaboration of the community, schools play a major role in this transformation. Entrepreneurship should not be an afterthought or an elective available to only a few, it should be woven into the educational experience. Students can learn business skills through classroom projects, school-based enterprises, debate teams, pitch competitions and community partnerships.

We must also consider bringing back school trade programs to enhance learning. Imagine a classroom where Black boys design clothing brands, create apps, start lawn care services, launch podcasts or build tutoring programs for younger students. That is education connected to purpose.

Entrepreneurship connects directly to what happens in school every day.

Problem-solving in the classroom: Schools can teach Black boys to identify challenges in their classrooms, hallways or communities and create solutions. This turns learning into leadership.

Ownership and responsibility: Entrepreneurship teaches accountability, time management, communication and discipline. The same habits students need to succeed in school.

Academic skills with purpose: Math becomes budgeting, writing becomes marketing and business plans, and technology becomes design and branding.

Confidence and identity: It gives Black boys opportunities to be recognized for innovation, leadership and creativity. Instead of being labeled a problem, they are celebrated as problem-solvers.

Leadership pathways: Schools can create student-run businesses, school stores, clothing brands, event planning teams, media teams or community service projects. These experiences develop leadership skills that carry into college, careers and life.

What schools can do now

Schools can create entrepreneurship clubs or after-school programs and host student pitch competitions. Inviting Black business owners to speak with students and teaching financial literacy alongside core academics are equally important steps. Allowing project-based learning tied to real businesses, supporting student ideas with mentors and small startup funds, and celebrating innovation just as much as athletics and test scores can change the culture of a school entirely.

Teaching entrepreneurship also builds confidence. Many Black boys have been conditioned to doubt themselves because of systems that underestimated them. But when a student turns an idea into reality, something powerful happens. Confidence grows. Ownership grows. Hope grows. Change happens.

We must also introduce them to examples. They need to see Black entrepreneurs who look like them and come from neighborhoods like theirs, leaders both local and national. Representation matters. When Black boys learn about pioneers and modern leaders who built businesses against the odds, they begin to believe: “If they did it, I can too.”

Parents, educators, pastors and mentors all have a role to play. Support the side hustle. Celebrate the creative idea. Buy the first product. Help them open a bank account. Teach them about saving, investing, customer service and integrity. Encourage risk-taking and learning from failure.

The future will belong to problem-solvers, creators and innovators. Black boys must be prepared not just to enter that future, but to lead it.

Think about this:

Does our school environment create workers, leaders or both? How are we teaching Black boys to create wealth, not just earn money? How often do Black boys get opportunities to lead through creativity and innovation? Are our schools preparing students to work for companies or to build them?

Let’s rise together.

— Richard D. Terrell

Richard D. Terrell is a native of Minneapolis, MN. He is the father of three; Zyree, Raymond and Vivian. 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 20 years, 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 more information on Richard D. Terrell or to purchase his book “Letters to my Young Brothers: Thereis Hope!” visit his website at https://mrrichardterrell.com.