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Ethnic Studies should center on inclusion, accuracy and open discussion — guided by empathy and nuance.

Ethnic Studies is framed as a crucial step toward a more inclusive and informed education. The idea is simple yet powerful: By learning about different cultures, histories and perspectives, students can better understand the world and each other. But while the concept is promising, the way it’s being implemented across schools is raising concerns. Without a clear, balanced approach, Ethnic Studies can shift from education to ideology.

At its core, Ethnic Studies aims to broaden students’ worldviews. Supporters argue that traditional history courses often overlook the contributions and experiences of marginalized communities. By filling these gaps, Ethnic Studies can help foster empathy and give students a more complete understanding of the past and present.

In theory, it sounds like a necessary and long-overdue improvement. When done right, the class can open minds and lead to important conversations. However, the lack of standardization means that what students learn can vary significantly, not only from school to school but even from classroom to classroom.

This inconsistency opens the door to personal bias. Some teachers bring strong ideological views into the classroom, which can turn lessons into activism rather than actual education. In certain instances, this has led to the spread of false or misleading information.

At Menlo-Atherton High School last year, a lesson about the Israel-Hamas conflict in two Ethnic Studies classes sparked controversy. The teachers shared inaccurate historical details and political cartoons, which left many students feeling uncomfortable, especially those already emotionally affected by the ongoing situation in the Middle East. However, it didn’t just make some students feel uneasy; it also shaped the perspectives of others in the class, influencing how they viewed the conflict. The discussion, which wasn’t directly related to the course material at the time, only added to the tension.

Instead of promoting critical thinking, these versions of the class often present one-sided narratives that discourage questioning or alternative viewpoints. The result? Students are left feeling alienated, more so when the curriculum leans too heavily into the idea of oppression without space for nuance.

This approach is especially evident in the way privilege is often discussed in these classes. Many lessons reduce privilege to a checklist of characteristics, like race, gender or socioeconomic status, without acknowledging the complexity of individual experiences. This oversimplified approach can feel unfair and even harmful. Students who come from challenging backgrounds but fall into one of the so-called “privileged” groups may feel misunderstood or dismissed.

Instead of bringing students together through shared learning, many Ethnic Studies classes have unintentionally created division. Overemphasis on historical injustices, particularly if and when lessons make students feel like they bear responsibility for events of the past, can lead to resentment rather than understanding.

Additionally, students have reported feeling like the material repeats what they’ve already learned in other classes without offering deeper insight or new perspectives. In those cases, the subject loses its impact.

That doesn’t mean that Ethnic Studies should be abandoned. In fact, it’s likely that NDB will have this course in the near future, as schools across California begin to offer the class more widely. But for it to succeed at NDB, and anywhere, it needs thoughtful planning and execution.

A standardized, well-researched curriculum is essential to ensure accurate and balanced content. Teachers must also be trained to handle complex topics with sensitivity, avoiding personal bias. Most importantly, the focus should be on celebrating the contributions of diverse groups and recognizing how these communities have worked to overcome challenges, rather than presenting history through a simplified lens of power struggle between groups.

As NDB prepares to introduce the course, the school has a chance to set a strong example of what a successful Ethnic Studies class looks like.