A parent might reach for this book when their child starts asking complex questions about fairness, differences, or why some kids are excluded. This practical, kid-friendly guide, written by two young activists, breaks down what it means to be truly inclusive. It gently introduces concepts like identity, privilege, and allyship using relatable examples, quizzes, and personal stories. For children aged 8 to 12, it's an empowering tool that moves beyond simply 'being nice' to provide concrete actions for creating a kinder, more welcoming world for everyone.
Introduces concepts like gender identity and privilege which may be new for some families.
Sensitive Topics
The book directly and frankly discusses sensitive topics including racism, gender identity (both authors are transgender), disability, neurodivergence, and systemic discrimination. The approach is secular, educational, and non-metaphorical. The tone is consistently hopeful, framing these complex issues as challenges that empowered young people can help solve. It provides clear definitions and context for each topic, aiming to build understanding and empathy.
Ideal Reader
The ideal reader is a curious 9 to 11-year-old who is beginning to notice social injustices and wants to understand them. This child is motivated by fairness and is looking for concrete ways to be a good friend and ally. It's also an excellent resource for a child who feels different themselves and is seeking language to articulate their own identity and find a sense of belonging.
Parent Prep
Parents should be prepared for conversations about gender identity, pronouns, systemic racism, and privilege, as these are central themes. Previewing the chapters "What is Identity?" and "What is Privilege?" would be beneficial. While the book can be read alone, it is most effective when a parent is available to discuss the concepts and answer questions that arise. A parent might seek this book after their child says, "It's not fair that she gets teased for that," or asks, "Why do people say that's a 'boy' color?" Another trigger could be the child coming home from school feeling excluded or witnessing bullying and not knowing how to respond.
Age Experience
A younger reader (8-9) will connect most with the chapters on friendship, being an ally, and celebrating differences in a tangible, school-based way. An older reader (10-12) will be better able to grasp the more abstract concepts of intersectionality, systemic issues, and privilege, and will be more engaged by the 'Take Action' sections that suggest community-level involvement.
What Makes It Special
This book's primary differentiator is its authorship. Written by teens for tweens, the voice is exceptionally authentic and relatable. Ashton and Rebekah's personal stories lend immense credibility and emotional weight, making the advice feel like it's from a trusted peer rather than a lecturing adult. This peer-to-peer approach makes complex social justice topics feel accessible and urgent.
Read plot summary
This is a nonfiction guide for middle-grade readers on the principles of diversity, equity, and inclusion. Structured in accessible chapters, the book defines key terms (identity, privilege, allyship, intersectionality) and offers practical advice on how to be inclusive in daily life. Co-authored by teenage activists Ashton Mota and Rebekah Bruesehoff, it weaves their personal stories with Q&As, myth-busting sidebars, and calls to action, covering topics from using inclusive language to understanding systemic issues and celebrating different cultures, abilities, and identities.
This overview was generated by AI based on the book's content and reviews, and may not capture every nuance.
Discussion Prompts
1
The authors, Ashton and Rebekah, share their personal stories about their identities. Why do you think it's powerful to hear someone's own experience when learning about a topic like inclusivity?
2
The book explains the difference between 'equality' (everyone gets the same thing) and 'equity' (everyone gets what they need to be successful). Can you think of an example of this at your school or in a game you play?
3
On page 41, the book discusses being an 'upstander' instead of a bystander. Describe a time you saw someone being treated unfairly. What would an upstander do in that situation?
4
The 'Take Action' section suggests several ways to make a difference. Which of those ideas sounds the most interesting or possible for you to try with your friends or at school?
