By Guerlandy Honore

In my ten years as a Kindergarten teacher, I have seen one pattern over and over again: Black and Brown children are often missing from the materials meant to teach them.

The books.
The phonics cards.
The literacy games.

So often, the characters simply do not look like them. And that absence matters more than many people realize.

Let me share a moment from my classroom that revealed the deep need for representation in early literacy.

A Kindergarten Moment That Revealed The Power Of Identity

We were sitting together on the rug during circle time when one of my students quietly asked, “Why am I the only one with locs in the classroom?”

We were not discussing hair, identity, or belonging. Yet she already felt different. Othered.

That question made something very clear: Black and Brown children are constantly scanning their environments to understand where they fit. Even at five years old, they are noticing who is centered and who is invisible.

And this connects directly to literacy development and student engagement.

The Black Reading Proficiency Gap And Why It Starts Early

According to data from the National Assessment of Educational Progress, often referred to as the Nation’s Report Card, only about 17 percent of Black fourth graders are reading at or above proficiency. For Hispanic students, the numbers are similarly concerning.

That means the overwhelming majority of Black and Brown children are not reading on grade level by fourth grade. This milestone is widely recognized as the shift from learning to read to reading to learn.

Research consistently shows that early literacy proficiency by third and fourth grade is strongly connected to long-term academic outcomes, including high school graduation rates. When children struggle to read proficiently by this point, the gap often widens over time.

There are many systemic reasons behind these statistics, including inequitable funding, access gaps, and curriculum quality. But one often overlooked factor is engagement.

How Culturally Responsive Teaching Improves Literacy Engagement

Representation is not just about inclusion. It is about engagement. It is about identity. It is about belonging.

Educational research shows that culturally responsive teaching practices, including the use of culturally relevant texts, increase student motivation, participation, and comprehension.

When children see themselves reflected in learning materials, something shifts.

They lean in.
They participate more.
They volunteer answers.
They take risks with language.
They tell stories about their own lives.

That confidence is crucial in the early years, when foundational literacy skills and identity are developing simultaneously.

When a child believes, “I belong in this story,” they begin to believe, “I belong in this world of readers.”

The Impact Of Culturally Relevant Books On Early Reading Confidence

Culturally relevant books and inclusive literacy tools support both academic growth and emotional development. Representation in early literacy can:

Increase attention and sustained interest
Encourage children to talk about their lived experiences
Build vocabulary through personal connection
Make learning feel joyful and affirming
Strengthen confidence in emerging readers

Literacy grows best in environments where children feel safe, seen, and valued. Reading confidence develops when identity is honored.

For Black families especially, representation in education is not a luxury. It is foundational.

Our children deserve materials that reflect their hair, skin tones, families, and everyday experiences while maintaining high academic standards.

Why Identity Affirmation And Academic Excellence Work Together

If only 17 percent of Black children are reaching reading proficiency by fourth grade, we cannot afford to ignore any factor that strengthens engagement and early identity development.

Academic excellence and cultural affirmation are not separate conversations. They are deeply connected.

Children who feel invisible disengage.
Children who feel affirmed participate.
Children who participate improve.

Representation supports literacy confidence. Literacy confidence supports achievement.

How HairitEd Supports Representation And Foundational Reading Skills

That understanding is why HairitEd was created with intention.

HairitEd centers children who have historically been left out of traditional literacy materials. At the same time, it does not compromise foundational reading skills that families care deeply about.

The tools are designed to build early reading confidence while affirming identity, culture, and pride.

Because our children should never have to choose between academic excellence and representation.

They deserve both.

When Children See Themselves In Books, They Learn Differently

When children see themselves in books, they learn differently. They engage differently. They believe differently.

And belief matters in literacy development.

If representation matters in your home and you believe literacy tools should reflect the beauty of our children while supporting strong reading skills, you can explore HairitEd at www.hairited.com.

Our children deserve to see themselves.
And when they do, they rise.