During sessions of “The Girls Room,” which I established during my first teaching job as a safe space for high school Black girls to be seen and celebrated, we read novels like “The Skin I’m In” by Sharon Flake, talked about our goals, walked into womanhood together and discussed the world around us. Through these real, raw and authentic experiences, we built a bond based on love, growth and sisterhood.

After a heavy conversation on confidence and survival, Imani lingered behind and we went to lunch together. While I could tell something was on her mind, she didn’t share — until the following week when I found a letter in her big and messy handwriting, her words colorfulful yet vulnerable: “I love you soooooo much. Also thank you for being literally the only one who truly cares about me, and I want this bond to forever go on.”

Even though I now teach in elementary school, my purpose is to ensure that my Black scholars know they are heard, loved and valued. My mission is to create educational experiences that go beyond textbooks and exams — to instill the importance of love and care in a safe, affirming learning environment.

This approach makes a difference. Black students who had just one Black teacher by third grade were 13% more likely to enroll in college and those who had two Black teachers were 32% more likely. Teachers of color not only improve academic outcomes but also enhance social-emotional growth and reduce disciplinary issues for all students. Yet, in Pennsylvania in 2020, teachers of color made up only 6.3% of the workforce, while 36% of students were students of color, revealing a stark diversity gap. In 2020-21, 48% of public schools in Pennsylvania employed no teachers of color.

The data speaks volumes: We must recruit and retain teachers of color. Gov. Josh Shapiro’s 2025-26 budget proposal is a great start.

First, the proposed $20 million increase to the Student Teacher Support Program through the Pennsylvania Higher Education Assistance Agency could be a game-changer because it removes future educators’ financial burdens and goes far to bring more teachers of color into the workforce. As someone who had to move back in with my parents because I had no way to afford my rent, bills and groceries and worked an eight-hour job every day for the duration of student teaching just to keep money in my pockets, I struggled to imagine affording a teaching career. I don’t want others to face this.

Second, a $2.5 million boost for teacher professional development is essential, which is included in Shapiro’s budget. Our work doesn’t end when we earn our certification, especially for those of us committed to teaching that takes students’ backgrounds into consideration, culturally responsive teaching, growing as an educator and accepting leadership opportunities such as Teach Plus and State of Black Learning Leaders Fellowship. Professional development that gives educators the tools to affirm students’ identities, respond to trauma and lead with love.

I’ve seen firsthand how meaningful teacher training can transform a classroom culture and help students thrive and become their best selves, just like “The Girls Room” did. As a third grade teacher, “The Girls Room” is still a key component to everything I do in my classroom each day.

Lastly, as shared in Shapiro’s budget, $55 million in funding to help child care centers recruit and retain educators is crucial. As an elementary school educator, I know that the foundation is laid early. Investing in those who care for and educate our youngest learners ensures a more stable and diverse early learning workforce. And that directly benefits the scholars who walk into my classroom every fall; I can tell which ones had early childhood education by how they interact with their peers and demonstrate foundational literacy skills.

These kinds of investments aren’t just budget lines — they’re opportunities, opportunities to diversify the teaching profession, support our Black and Brown future educators, and to make sure our scholars see themselves reflected in their classrooms. Pennsylvania has to stop talking about the gap and start funding the bridge.

Imani from “The Girls Room” is now a high school graduate, a mother and one of the most resilient, hardworking young women I know. We still keep in touch, of course. Just this past Mother’s Day, I sent her a message and she replied: “I love you so much more. Happy Mother’s Day to you, too — you always played that momma role for me.”

That’s what love in education looks like. Not just content mastery or test scores — but showing up in a way that sticks with our students long after the school bell rings.

Jasmine Thompson is a third grade lead teacher at Penn Hills Charter School of Entrepreneurship and a 2024-25 Teach Plus Pennsylvania Policy Fellow.

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