5 Ways to Support a Young Black Girl as She Learns

When a young learner tries something new, a parent or trusted adult can make room for her ideas, questions and choices. These five suggestions are ways to take part in a learning activity together. Adapt the language and amount of help to the child in front of you.

1. Make room for her identity and interests. Invite her to choose a book, drawing subject or project theme that matters to her. Ask what she likes about it before offering your own ideas. When exploring stories about Black girls and women, talk about a specific choice the person made or a skill she practiced. Leave room for the learner to have different interests and goals.

Try asking, “What would you like people to know about your idea?” A younger child might draw her answer. An older learner might write a few sentences about why she chose a particular design or topic. Let her explain in her own words.

2. Notice a specific action. Describe what you actually saw: “You checked the measurements before cutting,” or “You asked a question when the instructions were unclear.” Ask her what helped. This gives the conversation something concrete to discuss instead of ranking her against another child.

After a project, invite her to choose one step she wants to remember. She could save a photo of the work with a parent or keep a note in a project folder. The record can describe the task and what she tried, without assigning a label such as “the best.”

3. Listen before solving. If she says an activity is difficult, ask which part is causing trouble. Give her time to answer. Then offer a manageable choice: “Would you like me to show one example, read the instructions with you or give you a few minutes?” If she needs a break, agree on whether and when to return.

For a group activity, ask each learner to explain her own idea before choosing a shared plan. An adult can help keep the discussion respectful and make sure everyone has a turn.

4. Give her a decision she can make. Offer two suitable materials, two project themes or a choice of which step to try first. Explain any limits plainly, such as the time available or a spending limit. Once she chooses, ask her to explain the reason and try the plan with the agreed support.

Ages 6 to 9 may need one choice at a time. Ages 10 to 12 can compare two options and list what each needs. Ages 13 to 16 can propose a plan and review its time, cost and safety with an adult. Adjust these examples to her experience and needs.

5. Review the work without judging her worth. If a sample does not work, identify the problem with the sample: “The handle came loose.” Ask what could be changed and test one revision. Finish by asking, “What did we learn?” and “What help would be useful next time?” A difficult project does not have to become a statement about who she is.

Enriching Young Minds is planning future classes. Parents can check the website for confirmed details and opportunities to get involved when available.