Manchester Middle School Students Given DEI Survey and Lesson Without Parental Consent

MANCHESTER, N.H. — Eighth-grade students in Manchester were recently given both a survey and a lesson focused on "cultural fluency" and "interrupting microaggressions" without prior notice or an opportunity for parents to opt-in, raising serious concerns among parents, community leaders, and state officials.

The material included a non-academic survey on microaggressions alongside a full classroom lesson on Diversity, Equity, and Inclusion (DEI) principles. Students were introduced to detailed frameworks for identifying so-called "microaggressions," practiced intervention techniques for responding to classmates, and were shown a "Wheel of Power and Privilege" graphic. The wheel categorized individuals based on race, gender, body size, age, and citizenship status, ranking them on a spectrum from "most privileged" to "most marginalized."

According to internal communications from the Manchester School District, officials acknowledged that the DEI materials were originally intended for staff development, not student instruction. Executive Director of Student Engagement Amadou Hamady Sy issued a warning to staff, urging them not to share DEI resources with students or external parties, citing the "current political climate" and "heightened scrutiny" of DEI efforts.

Despite these warnings, the survey and lesson were delivered to students without adhering to RSA 186:11, IX-d, a state law requiring active parental consent for non-academic surveys. Only the CDC’s behavioral risk survey is exempted under this law.

Sen. Victoria Sullivan (R-Manchester)

State Senator Victoria Sullivan (R-Manchester) issued a strong statement condemning the district’s actions.

"Without notice or the option to opt-in, Manchester students were given a lesson on cultural fluency and microaggressions that included a non-academic survey," Sullivan said. "The lesson included a power and privilege wheel that sent a message to students that some children are better than others — a message that should never be put upon children."

"All children are unique in their talents and abilities," Sullivan continued. "Telling children that they are better or worse than others based on skin color, sexuality, body size, or gender is unacceptable."

The lesson instructed students to view everyday classroom comments, such as "I don't see color" or "Everyone can succeed if they work hard enough," as harmful microaggressions. Students were trained to intervene in conversations and to reinterpret ordinary social interactions through a lens of systemic power and privilege.

The "Wheel of Power and Privilege" used in the lesson further divided students by identity categories, portraying White, English-speaking, slim, able-bodied, middle-class citizens as occupying the top of a societal hierarchy.

Sullivan criticized the approach as promoting division rather than unity among young students. "This lesson lays out several racial and gender stereotypes which are absolutely offensive and should not be put in the minds of children who do not see their peers in this light," she said.

The controversy comes at a time when Manchester’s academic performance continues to lag statewide standards. Proficiency scores stand at just 29% in English Language Arts, 19% in Math, and 15% in Science — among the lowest in New Hampshire. Critics argue that instead of focusing on ideological training, Manchester schools should prioritize improving basic academic outcomes.

Manchester has repeatedly made headlines for its low academic achievement, yet school officials have continued to seek additional taxpayer funding despite ongoing enrollment declines.

"The NH Senate has been working tirelessly to remove divisive concepts from the classroom, restore parental rights in schools, and improve education for all children," Sullivan said.

She also noted her sponsorship of legislation supporting intra-district school choice and Universal Education Freedom Accounts, aiming to give parents greater control over their children's education.

"This groundswell of support for education choice reflects how deeply parents care about ensuring that classrooms focus on real learning, not ideology," Sullivan said.

As scrutiny over DEI initiatives continues to intensify across New Hampshire, the Manchester incident has emerged as a defining example of the broader debate over parental rights, academic priorities, and political ideology in public education.