COLOURING PAGES · KINDERGARTEN TO GRADE 1
Colouring together
A short facilitator companion
Start with an invitation
“Try your colours in the six boxes. You can layer colours or change how firmly you press, then colour the picture.” Offer a range of skin-tone crayons or pencils where available. Children can use as many swatches as they like.
What to look for
Notice children trying shades, noticing changes when they layer colours and talking respectfully about the people pictured. Pointing, showing or colouring quietly are valid ways to take part. Colour choices do not need to be realistic or match a child’s own skin.
Students might say…
Possible comments and responses to adapt, not a script to work through.
| Student comment | A possible teacher response |
|---|---|
| “Which one is skin colour?” | “Skin comes in many shades. Which colours could you try together?” Offer several shades without naming one as the default. |
| “I can’t find a colour like mine.” | “We might not have an exact match. Would you like to try layering two colours?” Matching is optional. Acknowledge gaps in the supplies. |
| “They can’t be family. They look different.” | “People in the same family can have different skin tones and hair. Looks don’t tell us who is in a family.” |
| “Why are there two mums / two dads?” | “Families can have two mums, two dads, one parent, grandparents or other caregivers. Families come in different forms.” |
| “That skin colour is weird.” | “We don’t call someone’s skin weird. People have different skin tones.” Address the comment calmly, then check in privately with anyone affected. |
| “I don’t want to talk about my family.” | “That’s okay. You can talk about the picture, show a colour or keep colouring.” No explanation is needed. |
| “Why is her hair like that?” | “Hair grows in different textures. It can be straight, wavy, curly or tightly coiled.” Use descriptive words without ranking one texture above another. |
| “Why are they wearing that?” | “People wear different things for different reasons, including their faith or culture. We can’t always tell why from a picture.” Name a garment when you know its name; avoid guessing someone’s religion. |
| “Can I touch their hair or head covering?” | “Ask before touching someone’s hair or clothing. They can say no.” Wait for a clear yes. If they say no or seem unsure, give them space. |
Keep the conversation open
“What changed when you layered those colours?” · “What are the people enjoying together?” Let children choose what to share. No one needs to speak for a whole group. Avoid asking anyone to explain or represent their skin tone, family, clothing or disability.
COLOURING TOGETHER · OPTIONAL FOUNDER NOTE
Why this matters to us
Page 2 is optional to print.
We’re Courtnay and Sam, CARL’s co-founders. We both grew up in predominantly white communities, looking for people who looked like us in classroom books and worksheets. Now we’re raising children of our own. We love the idea of them finding families like ours in everyday pictures of people reading, playing and learning together.
Children notice differences. A colouring page can make room for their questions about hair, skin tones, clothing or families. Those ordinary classroom moments are an opportunity to explore differences with warmth and curiosity, and help them become familiar.
As someone whose children sometimes have their hair touched without being asked, my hope is that seeing differences in everyday classroom materials can make them more familiar and open up conversations. Children have room to ask questions, learn about one another and practise asking before touching. Those small moments matter to me.
That’s the invitation behind this collection. A few familiar faces, a few new questions, and a chance to practise being thoughtful with one another.