Illinois Educators Turn Kids into Political Pawns in War Against Trump

For years, debates about education reform have echoed through the South Side of Chicago. But instead of progress, the situation seems to have spiraled further into chaos as children—our future leaders—are caught in a political tug-of-war. The latest twist? Illinois State Superintendent Tony Sanders has instructed schools to defy federal orders from the Trump administration that aim to dismantle Diversity, Equity, and Inclusion (DEI) programs.

Sanders, brushing aside a "Dear Colleague" letter from the U.S. Department of Education threatening to withdraw federal funding, has made it clear that Illinois schools will continue to adhere to state laws prohibiting discrimination against marginalized groups. He emphasized that racial and ethnic representation is a legal requirement in the classroom. His words were bold: "Black history is American history. The study of events like the forceful removal of Mexican-American U.S. citizens during the Great Depression is American history. The contributions of LGBTQ individuals are American history."

Backing Sanders is Illinois Governor J.B. Pritzker, who accused the Trump administration of using the DEI debate as a ploy to "indiscriminately slash school funding." Together, these two officials are leading a charge to keep DEI principles alive in Illinois schools.

But for many on the ground, like parents and community members watching their children struggle with basic reading and math, this focus on identity politics feels misplaced. The harsh reality is that while Illinois debates DEI, its education system is failing. Despite all the buttons and banners celebrating diversity, the core mission of schools—to educate—seems to have taken a backseat.

Critics argue that too much emphasis on racial, sexual, or gender identity is distracting from the basics. Why are we so consumed by the fear of discrimination that we’ve forgotten how to teach? Many kids in underprivileged neighborhoods are falling behind academically, unable to read or perform math at grade level. Yet, the focus remains on symbolic gestures rather than substantive learning outcomes.

Sanders’ and Pritzker’s stance might resonate with some, but it raises uncomfortable questions. Have we prized diversity over actual education? Are we preparing kids for the real world, or are we setting them up for failure under the guise of inclusion? As one frustrated observer put it, the reflection of our schools and communities right now is one of failure.

What’s the solution? Critics of the current system argue for a return to classical education—teaching that prioritizes rigor, critical thinking, and preparation for life’s harsh realities. This isn’t about rejecting diversity but about equipping kids with the tools they need to succeed. In neighborhoods where kids are struggling, the answer isn’t more DEI rhetoric; it’s better teachers, involved parents, and skilled administrators who focus on lifting children up academically.

The path to excellence is through learning, not through identity politics. It’s time to stop using children as political pawns and start focusing on what really matters: their education.