When Bias Walks Into the Classroom

Angela Langlands
Nov 3
3 min read

I’ve been biased.

There—it’s out.

I know most of us would rather not air our professional dirty laundry like this, but I’m saying out loud what most teachers keep locked deep inside.

And honestly? I’m embarrassed that bias ever found its way into my classroom.

Because I can name a few students I’ve been gentler or tougher with than others. I can think of times I was more lenient with one child than another—or when I just assumed a particular student had made the mess, even before anyone said a word.

The reason I’m honest about this is because implicit bias is what got me into teaching in the first place.

The Boy Everyone “Knew”

Everyone knew Derick.

He was big, rough around the edges, quick with a smart remark. If something went wrong, his name was the first to be called—even on days when he wasn’t even at school.

What most people didn’t know was the rest of Derick.

The Derick who was wildly creative.The Derick who loved music and could sing almost every word to every classic rock song.The Derick who had stories inside him that few people ever took the time to hear.

That’s what happens when we see students in isolation—through one lens, or by one adult’s perspective.

That’s what happens when implicit bias quietly creeps in.

And this is where the language (and behavior) of a learning community makes the difference.

How Learning Communities Challenge Bias

In a traditional classroom, the narrative about a student can easily solidify around one teacher’s perception— one bias, one lens.

But in a learning community, where teachers co-plan, co-teach, and co-assess, multiple perspectives enter the story. Bias loses its grip when it’s met with another set of eyes, another point of view, another voice saying, “That’s not what I see.”

Think of Angela.

In Ms. Elaine’s math group, she needs support. The teacher hovers each time she works independently because — surely — she can’t solve this on her own.

But when Angela walks into her writing group with Ms. Annette, she’s a star. A storyteller. A future author.

Neither teacher’s view is wrong. But together, their perspectives paint a fuller picture.

And that’s the quiet magic of shared teaching: every student gets a chance to be seen anew.

What the Research Says

Co-teaching doesn’t just help with logistics—it minimizes implicit bias through increased professional accountability and diverse perspectives.

According to the Albert Shanker Institute, co-teaching fosters cross-racial contact and cooperation, which research shows can reduce prejudiced responses. It also opens space for honest dialogue between professionals about how we see and interpret student behavior.

A few key benefits:

Shared responsibility: Success or struggle belongs to the team, not one teacher.
Multiple perspectives: Different experiences challenge stereotypes and assumptions.
Structured observation: Teachers can observe each other’s interactions and check for bias in real time.
Differentiated instruction: Smaller groups and tailored support reduce the risk of overlooking students.

Here’s a powerful one-minute video from a 2016 study on preschool teachers and bias that illustrates how quickly—and unconsciously—bias can shape our attention.

A Gentle Nudge

So if we know bias exists—and we do—then our job isn’t to deny it. It's to design schools that help us see through it.

Learning communities aren’t just good pedagogy. They’re a bias interruption strategy—a structural way to ensure that no child carries someone else’s assumption as their identity.

So, the next time you notice yourself reacting to a student, pause and ask: