Liberatory minded leaders, seek to see in totality. The colloquialism “I see you” rings true when leaders perform through an equity lens. They show true regard for students. In French, regarder means to watch, to look, to consider. To do so, district and school leaders must explore their own identities, values, and belief systems which influence how they lead and why they lead. Self-awareness guides our attitudes which guides our practices. Liberatory leaders recognize the opportunities of education and the obstacles in achieving it. They care about their students in an authentic way.

Understanding the impact of race and social class on the daily lives of Black, Brown, Indigenous, marginalized Asian groups, and low-income White children in our hierarchical American society is critical in deconstructing the landscape of public education and how it serves some well and fails to serve others equitably.  How students experience school is greatly influenced by how well our schools connect with the holistic needs of the learners racially, culturally, and socially.  As agents of education, the charge of superintendents, principals, teachers, and school support personnel is to make that connection; bridge the gap between home, school, and society, and create pathways to acknowledge the many facets of our students so they can thrive academically and personally.

To show true regard for students, means to show true regard for their families who influence their beliefs about themselves. The ability for students of color and other marginalized groups to adjust to school is affected by the parent attitude and the cultural values and experiences they encounter at home. Schooling is described as a subtractive process by Valuenza (1999). When referring to her study of Mexican students.  She indicates that the act of abandoning their original culture, which may be supported by the actions of teachers, principals, district-level administrators, and state-level board members, is inherently alienating.  Referring to black families, Lawrence (2015) reminds us that Black children exist within a legacy of institutionalized racism that misrecognizes them and their parents’ funds of capital which leads to low educational achievement.

How do district level leaders, lead principals and teachers to truly care for students through culturally responsive approaches that are affirming? Gay (2018) reminds us that it is imperative for teachers to know before they do in their commitment to support marginalized children of color, those that disproportionately experience educational and societal challenges. That knowing is embedded in relationship building-making vital linkages that focus on the quality of personal being with students, more than instruction (Avers, 2004; Thompson, 2004) Culturally responsive leadership initiates action and care by engaging social emotional awareness in our schools.  This requires recognizing the growing mismatch of incoming teachers and students (Muhammad, 2021), racially and socially.  Liberatory leaders implement strategies that close gaps between teachers and students, so each builds a greater sense of self and one another to acquire the skills to succeed, collectively