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considered superior and blacic students inferior. Name-calling and teasing are far from non-existent. Students still malce an effort to ignore those of the other race, some even passing up friendships because they can't overloolc a small difference. While my school hasn't had any huge problems with racism, it happens. It's not obvious, often occurring behind teachers' bacics. Just things lilce little comments in the halls, or students being quicic to judge. But sometimes it feels as though we're supposed to pretend that we're perfect, as though we never see, hear, or do anything discriminatory. This topic needs to be brought more into the open, it needs to be discussed. And I believe that goes for every school. In order to promote integration in our schools, lcids need education first and interaction second. For the education component, I thinlc that boolcs, videos, and guest spealcers would all be excellent tools. District diversity coordinators could supply the materials, organize spealcers, and come facilitate class discussions about racism. After the students lcnow more racism and segregation, hands-on experiences, such as planning activities with students from other schools with diverse populations, would help them to see how it applies in the real world. Students from our school could spend time with students from Crosswinds Middle School (part of the Tri-District School). Learning starts at birth, so students need diversity education long before they start lcindergarten. Interaction with those of other races starting in infanthood would help children to understand and have an increased acceptance for differences by the time they start school. Thinlc about if every student came to school educated about differences. Little, if any racism would occur. Knowledge is power.