The need for more Black male teachers

Representation matters

Before diving in, 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 state of education for Black boys in America.

Civil rights activist and Children’s Defense Fund founder Marian Wright Edelman once said, “You cannot be what you cannot see.” For Black boys, school is often the place where they first question their worth, intelligence, and possibilities. 

Not just a place for academic growth. Yet, they frequently sit in classrooms led by adults who do not look like them, understand their experiences, or grasp the daily weight they carry throughout the building.

This is not to diminish the work of non-Black educators. Many are skilled, committed, and deeply invested in supporting Black boys. But representation matters. Representation brings affirmation, identity, belonging and possibilities, things classroom instruction alone cannot provide.

According to Black Men Teach, a nonprofit dedicated to increasing Black male representation in Minnesota classrooms, only 0.5% of K-12 teachers in the state are Black. That’s one Black teacher for every 200 educators. For many Black students, this means they may never see a Black teacher throughout their entire K-12 experience.

My first Black male teachers

I struggled academically and emotionally in elementary school. I was often labeled before being understood, pushed toward what we now call the school-to-prison pipeline. Expectations were low, and discipline came before support. I didn’t feel seen, heard or valued, and that’s why I acted out.

Everything changed in middle school when my grandparents enrolled me in an alternative school. For the first time, I had six Black male teachers teaching everything from math and science to social studies, English and social skills. They also taught character, responsibility and self-worth.

These teachers poured their hearts into us every day. Even when we yelled at them, cursed them, or got physical, they were consistent, present, firm and loving. They saw beyond our mistakes and refused to give up. They expected more from me, and they delivered.

That alternative school didn’t just save me academically; it shaped my future. It inspired me to become an educator, to do for others what they did for me.

Why representation matters

Research shows that Black students, especially Black boys, benefit in multiple ways from having at least one Black male teacher in their educational journey. Black male educators are more likely to:

• Set high expectations both in and out of the classroom
• Interpret cultural expression as communication
• Serve as community advocates
• Ensure students see their own potential

Black male teachers become role models, mentors, and living examples of what’s possible.

Questions for schools

Any school serving Black boys should consider:

• Who shapes the culture in your building?
• Who do students see in positions of leadership, care and influence? 
• Whose values and lived experiences inform discipline, instruction and policies?

Representation is not about optics, it’s about tangible outcomes. Black male teachers improve academic performance, social awareness, and emotional understanding for Black students.

Moving beyond stereotypes

Black boys are more than behavior specialists, hallway monitors, or educational assistants. They thrive when intentionally supported. Schools can help by:

• Diversifying leadership
• Implementing culturally relevant curriculum year-round
• Building partnerships with Black mentors and organizations
• Providing professional development addressing bias

Call to action

To help Black boys rise, schools must rethink their systems:

• Create pipeline programs for Black men into teaching, with ongoing support and community-building opportunities
• Value lived experience as much as credentials
• Move from hiring for optics to transformative representation

When Black boys see themselves reflected in the adults teaching, guiding and leading them, they do more than survive: They rise. Black boys don’t need to be managed; they need to be supported, seen and surrounded.

Think about it:

• Who did you see reflected in your teachers growing up? How did they shape you?
• What systems are in place to recruit and retain Black teachers today?
• How many Black educators are present in your school, and in what roles?
• If a Black boy walked into your school tomorrow, would he see a future version of himself?

Let’s rise together.

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. For the last 20years, he has served at various schools working with and supporting students, families, andteachers.

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 www.mrrichardterrell.com.