Paisley Pandolfo: An Educator Committed to Human Rights, Inquiry, and Social Justice

Paisley Pandolfo: An Educator Committed to Human Rights, Inquiry, and Social Justice

Paisley Pandolfo has always believed that education is one of the most powerful catalysts for shaping a more just world. As a 5th grade teacher, she sees each school year not simply as a sequence of lessons, but as an opportunity to plant the seeds of empathy, inquiry, and global citizenship in young learners. Her classroom is a place where students explore big ideas (identity, justice, human rights) and begin to understand the complexity of the world they will one day influence.

How Paisley Teaches About the Holocaust, Civil Rights, and Human Rights

In her classroom, Paisley intentionally weaves Holocaust, civil rights, and human rights education throughout the curriculum. These are not isolated units but recurring threads that guide inquiry across disciplines. Through social studies and language arts (and even science when exploring ethical dimensions) students examine historical and contemporary issues of injustice, discrimination, and intolerance.

A cornerstone of this learning is the annual class trip to the New Mexico Holocaust and Intolerance Museum. There, students grapple with the Pyramid of Hate and reflect on how small acts of bias can escalate into systemic violence. 

Meeting Andy, a hidden child whose story illuminates both the horrors of the Holocaust and the resilience of the human spirit, profoundly affects Paisley’s students year after year. The experience becomes a touchstone for classroom discussion, writing, and action.

Looking Ahead: The Current School Year

Paisley is devoting several months of instruction to human rights–centered learning this school year. These topics will infuse multiple IB units, providing rich opportunities for research, discussion, and inquiry-based projects.

Much of this learning culminates in the Exhibition Project, where students choose an issue of human rights or justice that matters to them and design meaningful action in response. Beyond the classroom, students will engage with community partners, participate in fieldwork, and meet guest speakers whose lived experiences deepen their understanding.

Paisley plans to continue the museum trip as a central part of the learning cycle, supported by intentional pre- and post-visit lessons that help students process historical content in a developmentally appropriate way.

Why She Is Drawn to Holocaust, Human Rights, and Social Justice Education

Paisley’s commitment to these topics is rooted in her belief that young people must learn not only what happened in history, but why it matters today. She has seen firsthand how learning about injustice inspires students to think critically, question assumptions, and empathize with others.

Each time she witnesses a student ask a thoughtful question, make a connection to current events, or express a desire to stand up for someone else, she is reminded that Holocaust and human rights education is not about the past—it is about shaping the future.

Meeting survivors and listening to their stories has further deepened her sense of responsibility as an educator. These encounters reinforce her mission: to ensure that history is not forgotten, and that it empowers students to challenge prejudice wherever they encounter it.

What Paisley Hopes to Gain From Attending the Seminar

By attending the New Mexico seminar, Paisley strengthened her practice with new pedagogical tools, updated historical knowledge, and research-based strategies suited to young learners. She learned how best to balance emotional safety with honest storytelling, and how to support students as they engage with challenging content.

She also connected with fellow educators who share her passion for social justice and human rights education. Through discussion and collaboration, she has refined the innovative ways in which she inspires student-led action.

Ultimately, Paisley wants her students not only to understand injustice but to feel empowered to confront it.

Context of Her School and Community

Paisley teaches in a community that is increasingly aware of social justice issues, yet still navigating the tensions and challenges that accompany this awareness. Many students are exploring issues of identity, race, and belonging, and the need for inclusive, supportive environments is greater than ever – particularly for LGBTQ+ students and those affected by racial discrimination.

Beyond her core teaching role, Paisley helps create safe, affirming spaces through her involvement with Diversity Club and Spectrum Club. In these groups, students explore identity, inclusion, and advocacy in ways that complement and extend classroom learning.

The Perspective and Strengths She Brings

While Paisley may not have decades of formal experience in Holocaust or human rights education, she brings something just as valuable: a deep passion for inclusive, inquiry-driven teaching. Her background equips her to guide students through big questions, encourage independent research, and foster critical thinking from a young age.

She approaches each topic (whether historical or contemporary) with care, humility, and a steadfast belief in every child’s ability to make a difference.

Paisley’s story is one of commitment: to her students, to justice, and to the idea that the classroom can be a powerful place for transformative learning. Through her work and ongoing professional growth, she continues to nurture a generation of thoughtful, compassionate, and courageous young people prepared to shape a more equitable world.