In all social contexts, the best way to share information on racial identity development with staff is to talk about it continually. School leaders should speak, learn, and understand the concepts behind racial identity development with staff in a way that opens up the opportunity of sharing and confronting the reality of the idea within the school system. School leaders must express the need to implement talk and sharing sessions with staff in a way that promotes inclusivity. Harini & Giri (2017) argue that s uch talk and sharing sessions can be implemented by employing strategies that oust racial tensions, aggression encounters, and violence. School leaders should include the staff in coming up with a vision that everyone's diverse background in addition to cultural diversities.
School staff comprises of a broad framework for creating awareness on racial diversity, thus including them in every strategy is critical to a successful implementation of any program involving dispelling racial tension and aggression. Koppelman and Goodhart (2005) argue that a dministrative should form the first initiatives towards participating in the staff in any racial diversity program. Such a program should build on the theory of ethnic identity, Maslow's hierarchy of needs, and equal status theory ( Harini & Giri, 2017) . By roping in such concepts with the staff, school leaders can establish a reliable and robust system with the team that drives inclusive, practical initiatives. The staff should also be involved in motivating positive interethnic engagements while at the same time building on Allport's theory of equal status contact.
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New incoming school staff is a critical target group. Each new staff should be taken through an induction process to prepare them with the requisite methodologies of handling racial diversity within the school setting. School leaders should also develop support structures such as offering weekly paid time to encourage the staff to learn and engage more with more on established programs and initiatives (Koppelman and Goodhart, 2005) . Such should also come in place with systems that track staff engagement and improvement on ethnic or race relations.
Another critical strategy is to involve the staff in addressing and researching the root cause of ethnic and racial tensions and conflict within the school setting ( Harini & Giri, 2017) . Engaging them in such a strategy should also come in force with strategic measures on their progress, trials, and attempts to understand what it entails in decreasing or heightening racial tension or conflict. Koppelman and Goodhart (2005) maintain that t he involvement should also come with indicators on collaboration and achievement. At the same time, it should come with an increased focus on reputation among the staff and with other parties within the school community.
Sharing information with staff can also be attained by making intergroup relationships a primary concern in every aspect of their engagement and activity within the school setting. Sharing information is not only about passing racial or ethnic details back and forth, but it also requires and involves practical participation in which the staff and directed on pioneering professional development initiatives within the school setting that focuses on a diverse environment. Besides the academic and professional work, school leaders should be the first to encourage the staff to live respectively and cooperatively within the different school environment. Thus, school leaders should be the pioneers in leading the staff in promoting interethnic collaboration and relations productively and positively.
Sharing information goes beyond laying down strategies or involving the staff ethnic or racial programs; it is about setting themes of community building, democracy, non-violence, and personalization ( Koppelman and Goodhart, 2005) . For example, the staff should be encouraged to pinpoint priority requirements such as the school's need for security and safety in addition to developing an administrative culture of personal relations among the teachers. Such should be based on promoting multi-cultural sharing across different cultures within the context of learning and sharing information.
References
Harini, S., & Giri, K. (2017). ASEAN Community: Strengthening Spirit of Unity In Diversity Through Political Communication.
Koppelman, K. L., & Goodhart, R. L. (2005). Understanding human differences: Multicultural education for a diverse America . Pearson/Allyn and Bacon.
