Promoting Schools’ Readiness for Equity, Diversity, and Inclusion Professional Learning Through Systems Consultation

While equity-, diversity-, and inclusion- (EDI) training has gained popularity in school settings, there is limited research on how to prepare individual school staff and whole schools to engage in such learning. Understanding antecedent factors for EDI learning is crucial for school psychologists who are engaged in systems-level consultation and aim to enhance school readiness for EDI initiatives. This qualitative study investigated the experiences of elementary school educators who had just finished a culturally responsive training series. Teacher experiences resulted in themes commensurate with the Collective and Individual Readiness Framework. Their retroactive insights are used to guide recommendations for school psychologists aiming to improve school staff and overall school readiness for future culturally responsive and EDI professional learning initiatives.