In April 2025, the U.S. Department of Education issued new guidance requiring school districts to certify that they are not implementing Diversity, Equity, and Inclusion (DEI) programs in order to receive federal funding, including Title I and other essential grants. The directive was issued with a tight compliance window and has understandably left many educators asking: What exactly counts as a DEI program? And, What can I still do to meet the needs of my students without violating federal rules?
At Educator’s Forte, we are not taking a political stance on this issue. Our mission has always been and continues to be supporting educators. Period. We offer this very brief article as encouragement—and as an idea starter for teachers looking to navigate these changes with clarity and confidence.
What’s Considered a DEI Program or Initiative?
The federal directive targets institutional DEI efforts, especially those perceived to give preference to certain groups based on race, gender identity, or other protected characteristics. Examples of flagged initiatives include:
- Staff affinity groups or DEI committees organized around identity markers
- Equity audits that aim to redistribute funding or staffing based on race or socioeconomic status
- Curriculum frameworks that center identity-based privilege or require discussions on systemic oppression
- DEI-focused trainings that involve implicit bias or anti-racism models tied to CRT (Critical Race Theory)
Further Reading:
- US Department of Education Press Release: ED Requires K-12 School Districts to Certify Compliance with Title VI and Students v. Harvard as a Condition of Receiving Federal Financial Assistance
- Trump Administration Tells Schools: No Federal Funds If You’re Using DEI
- K-12 Schools Must Sign Certification Against DEI to Receive Federal Money, Administration Says
Is Inclusive Teaching Allowed?
Despite this guidance, nothing in the directive prohibits teachers from using strong, inclusive instructional practices that meet the needs of all learners. In fact, many of these practices are part of federal special education law (IDEA) or universally accepted as sound pedagogy.
“Inclusive teaching” is not the same as “inclusion” as it’s used in DEI conversations. In DEI contexts, “inclusion” typically refers to ensuring representation and belonging for individuals from historically marginalized groups. In contrast, inclusive teaching refers to instructional strategies that proactively support a wide range of learning needs and abilities—often grounded in research from special education and Universal Design for Learning. For example, using visual aids supports students who are visual processors, while guided reading provides scaffolded support that allows students with varying levels of reading readiness to access the same text. The use of manipulatives, such as base-ten blocks or fraction tiles, helps students grasp abstract mathematical concepts through hands-on engagement. These strategies help all students succeed without prioritizing any particular identity group—and, based on our understanding, are fully appropriate under current federal guidance.
Supporting All Students Without Violating the Federal Mandate
Here are some strategies you can use confidently—strategies that are inclusive, effective, and not part of any banned DEI initiative.
1. Provide Multiple Entry Points for Learning
What it is: Designing lessons so students can access content in more than one way—visuals, manipulatives, movement, read-alouds, or technology.
Why it’s good teaching: This supports a wide range of learners, including students with learning differences, and reduces barriers to participation.
Why it’s okay: It’s a Universal Design for Learning (UDL) strategy supported by federal special education law—not a DEI program.
Further reading:
2. Use Scaffolding and Gradual Release
What it is: Providing temporary support structures (like sentence starters or modeling) and gradually removing them as students gain independence.
Why it’s good teaching: It empowers students to build their skills with confidence, especially those who may not be ready to work independently right away.
Why it’s okay: Scaffolding is foundational to instruction across all subjects and grade levels. It’s not tied to DEI—it’s tied to good pedagogy.
Further reading:
3. Keep Teaching Engaging and Active
What it is: Using methods that spark student curiosity, involve interaction, and connect learning to real-world contexts.
Why it’s good teaching: Engaged students are more motivated, better behaved, and more likely to retain what they learn.
Why it’s okay: Making learning exciting and meaningful is not a DEI strategy—it’s just effective instruction.
Further reading:
4. Use Co-Teaching Models
What it is: A general educator and a special educator planning and teaching together in the same classroom.
Why it’s good teaching: It allows more individualized support and reduces stigma for students receiving services.
Why it’s okay: Co-teaching is not a DEI initiative. It’s an inclusive practice supported under IDEA.
Further reading:
5. Build Relationships and Foster Belonging
What it is: Creating a classroom culture where every student feels seen, heard, and respected.
Why it’s good teaching: Students learn best when they feel safe and connected. Strong relationships reduce behavior issues and improve achievement.
Why it’s okay: This isn’t DEI—it’s classroom management and student-centered teaching at its best.
Further reading:
Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning
The Learning Policy Institute: Supporting Belonging in the Classroom
If you’re feeling unsure about how to move forward, take heart: You can still do what’s best for kids. The mandate limits certain programs, not your ability to teach with care and intention. You can meet students where they are—ethically, legally, and effectively—by focusing on proven, inclusive instructional strategies.