How to Write a Women's History Month Classroom Newsletter to Parents

Women's History Month newsletters are most valuable when they tell families something specific rather than general. "We are celebrating Women's History Month" tells families almost nothing. "We are studying Marie Curie's work in radioactivity and why her discoveries were so important at a time when women were excluded from scientific institutions" tells families something they can engage with and extend at home.

Name the women students are learning about

The most useful thing in a Women's History Month newsletter is a list of specific names and a sentence about each one. "This month we are focusing on three women: Malala Yousafzai, who risked her life for the right to go to school; Katherine Johnson, a mathematician whose calculations made the Apollo moon missions possible; and Wangari Maathai, who started a movement that planted over fifty million trees." Students who come home to dinner with these names in their heads have better conversations with their families.

Connect women's history to your year-long themes

Women's History Month is most powerful when it connects to what you are doing all year rather than arriving as a standalone March unit. "The women we are studying this month connect directly to our year-long theme of what it means to be a changemaker. They all identified a problem, took a risk, and changed something." This framing makes the learning feel continuous rather than ceremonial.

Explain why some women's stories are less well known

This is an age-appropriate and honest conversation to have with families. "One reason we study Women's History Month is that the contributions of women have not always been included in textbooks or taught in schools. We are exploring why that happened and making sure these stories are part of what our students know about the world." Most families, regardless of their background, respect this kind of direct explanation.

Give families conversation prompts for home

A brief set of questions families can ask at dinner creates the best possible extension of classroom learning. "Ask your student: Which woman we studied this month would you want to meet and why? What did she do that required courage? Is there a problem in the world today that you think needs someone like her?" These questions produce remarkable conversations and show students that what they learn in school matters outside of it.

Include books for different reading levels

A short curated list at different reading levels serves every student in your class. "For picture book readers, I recommend [title]. For chapter book readers, [title] is a wonderful biography. For families who want to read something together, [title] is a great option." Three books, three levels, genuinely useful rather than a comprehensive bibliography that no one uses.

Invite families to share women they admire

A brief invitation for families to share women in their own lives or communities they admire expands the circle of what Women's History Month means. "If your family has a woman in your history or in your community who has made a difference, I would love to hear about her. Students sometimes bring these stories to class and they are always powerful." Most families who receive this invitation feel seen by it even if they do not respond.

Connect to the present

The most engaging Women's History Month learning connects historical figures to present-day work. "We are also looking at women who are making history right now: scientists, engineers, activists, and artists who are doing the same kind of work as the historical figures we studied." This tells students that Women's History Month is not just about the past.

Daystage lets you include photo portraits of the women you are studying, embedded video links, and a family conversation guide all in one Women's History Month newsletter that families will keep and reference throughout March.