Safety, respect, progress part of schools’ response to George Floyd’s death

The following column originally was published by a number of APG of East Central Minnesota newspapers during May 2025.  This includes the Press&News, Sun Current, Sun Post,   Sun Sailor and Sun This Week, Laker Pioneer, as well as Caledonia Argus, Forest Lake Times and Monticello Times

 

Safety, respect, progress part of schools’ response to

George Floyd’s death

 

“Impressive, thoughtful and constructive” are how I’d describe what educators from three Minnesota districts and two charter public schools told me when I asked how they had responded to the death, five years ago as of May 25, of George Floyd.

While many educators decided not to comment on how things have changed, notes from these five showed a commendable commitment to individual students and sensitive, nuanced efforts to help students learn from this tragedy.

 

Mural in George Floyd Square, Mpls

Educators are in a challenging situation. Americans disagree about what should be done to promote racial and economic progress. A 2025 Pew Research Center survey of more than 5,000 Americans illustrates how we’ve reached different conclusions about his death.

For example, 82% of Black adults, and 33% of white adults, don’t think the country has made enough progress on racial equality for Black people.”

Despite public disagreements, I heard encouraging responses from educators.

The most extensive response to my question came from Eric Olson, superintendent of the Monticello School District. “The homicide of George Floyd makes you stop to look at racism in communities, and it also makes you stop to provide support for those in law enforcement who keep us safe from crime and disorder…

“It is our job to promote multiple viewpoints (no matter what the situation is) and make sure the people in your community feel safe, seen, valued and heard… it is the students’ job to use learned critical thinking and problem solving skills to navigate their life.

“While teaching standards and striking a balanced, unbiased approach to education, Monticello Public Schools teaches students to use the art of looking at problems from many people’s vantage points. One of these vantage points is the value system their parents or guardians have instilled in their homes. Families are critical pieces of teaching their children. They are a child’s first teacher and a steadfast supporter of their family’s belief system…

“We truly live our motto of ‘Every Kid, Every Day.’ We talk about ALL STUDENTS with love, respect, and curiosity of how we can make life better for the next generation.”

Jim Skelly, executive director of communications and public relations for Anoka-Hennepin School District, explained, “This incident and the impacts that followed brought heightened attention and emphasis for staff to provide a stable, supportive environment for each student as a foundation and conduit for learning and development.

(The district) “has an ongoing commitment to ensuring schools are safe and welcoming for students and approachable for families to be involved in their child’s education. Although the district is large, the focus in the classroom and the hallways is on creating and maintaining a caring human connection with each student. At a school and district-level there was messaging to students that the use of racial slurs, particularly the ‘N-Word’ in school settings is not allowed at any time. This messaging set strong, direct and consistent expectations for students to stop racial slurs.”

Two charter public school directors offer somewhat different responses. Brandon Wait, executive director of Paladin Career and Technical High School in Coon Rapids wrote, ”Since the murder of George Floyd, our school has deepened its commitment to racial equity by embedding restorative practices, student-led discussions on systemic injustice in seminars, and curriculum that encourages critical reflection on civil rights and advocacy. We’ve also created more intentional spaces and equity-focused professional development to confront racism and promote healing.”

Tom Kearney, executive director of New Heights School in Stillwater, explained,

“Without taking sides on what happened or what should have happened, the case probably compels us to more closely examine things from top to bottom. Classes can have open conversations and debates about how to handle those who break the law, those who do not cooperate with police, what police should do when those matters occur, should new systems and strategies be implemented, what are the citizens’ roles in these matters, what is the role of the media… is the media biased either way in its reporting, and how did the City of Minneapolis respond…appropriately or not?”

Caledonia Area Public Schools Superintendent Craig Ihrke said, “Our goal remains to create a safe, inclusive environment where all students feel valued. We support students in understanding their rights and responsibilities as citizens.

We haven’t made many formal changes to our approach, but we continue to encourage respectful conversations and learning about race, justice, and civic engagement.”

As these educators explained, I think the wisest responses to Floyd’s death are to promote safety, respect for multiple views, while aiding youngsters to make informed decisions and helping them learn, as Olson wrote, “How we can make life better for the next generation.”

Joe Nathan, PhD, has been a Minnesota public school educator, PTA president and researcher. He founded and formerly directed the Center for School Change. Reactions welcome, joe@centerforschoolchange.org