Founded by two Black male educators, The Dad Difference has a mission to help fathers get more involved in their child’s school.
Only 9.5% of all principals were Black in 2020-21, according to the National Center for Education (NCES). And Black men made up just 1.3% of America’s public school teachers in the same year, according to the NCES’s National Teacher and Principal Survey.
These statistics may contribute to why some Black fathers are not as involved in school-related activities for their children, but two local fathers and educators are determined to change that.
Kelin Mark is a father, husband, consultant, author and principal. He and Brother Thomas X-Williams, also a father, education advocate, author, consultant and educator, have established The Dad Difference. This organization’s mission is to increase Black fathers’ engagement on school campuses, sharing useful information through conferences, workshops and a toolkit.
As the numbers show, it is rare for Black students to have a teacher, administrator or principal who looks like them.
“Our young people, boys and girls, they are desperate to see someone that they can relate to, someone they can connect with, someone that can speak for them and on behalf of them,” said Mark, who has been in education for 24 years.
He would like to see dads be present at school, and not just on the sidelines of sporting events. Mark wants to see them “have a larger impact in a school.” X-Williams wants Black men to be seen as an intellectual resource.
“It’s so important to see Black in the in building … because there’s something about just the present of a man or father in the environment that amplifies whatever confidence a child has within themselves,” added X-Williams who said that Black men are natural advocates because they must advocate for themselves daily.
While some may associate masculinity with athletics, X-Williams said, masculinity can also look like dignity, integrity and helping children academically.
There are, “… so many different areas where fathers can get involved,” Mark said. “It’s just a matter of them creating those starting points.”
Mark recommends that dads just get started and then gradually increase their involvement: pick-up and drop-off from school, meeting school staff, consistent communication with the teachers, administrators and academic advisors. Fathers can start with introducing themselves to the child’s favorite teacher, speaking with the principal, and bringing some coffee or snacks to the teachers.
There’s also room for improvement on the part of the schools, he said, where they can make the school environment more welcoming for fathers.
“Schools have to find ways to open those doors because no one wants to go where they don’t feel comfortable or welcomed and so schools have to find ways to open the doors to fathers,” Mark added, saying they could start with some intentional programming specifically targeted toward fathers.
Just as fathers are welcomed into athletic spaces, they could be welcomed into academic spaces. X-Williams said schools “could be intentional with reaching out to dads beyond correcting a behavior issue.”
He sees consistent participation from dads at the child care facility that he and his wife own.
“On this level, fathers are heavily involved,” X-Williams said. “Fathers are picking up. Fathers are dropping off. Fathers are at graduation … But as the child begins to matriculate, it seems as if that responsibility of being involved becomes less and less important to the family.”
But getting involved does not need to be difficult, he said.
“It’s easy to e-mail the school. It’s easy to e-mail an educator. It’s easy to text. It’s easy to drop off or pick up and just introduce ourselves. However, I just think that we have to be more intentional,” X-Williams said.
With increased involvement, Mark has seen fathers become more confident.
“There’s a more confident dad to know because he’s been giving some tools, some strategies,” Mark said. “Now they feel more confident to approach whatever area, you know of the school to approach, you know, whatever area that their kid may be struggling with and that is something that helps break down those barriers and walls between schools and fathers.”
It also helps to break down communication gaps by knowing who to call and who has information to help your child. In August 2025, they held a Back-to-School Dad Edition event, where they shared a toolkit which provided fathers with suggested questions to ask and people to get to know at their child’s school.
“We were just telling fathers (to) introduce yourself to the superintendent if possible,” X-Williams said. “Introduce yourself to the principal if possible. At the minimum, introduce yourself just to the educators so that they know you are present.”
For students without an active father or father figure, Mark says that’s where community members can step in.
“I think fathers want to take care of, take care of their family, community, you name it,” Mark said. “And I know my son’s three best friends. And I look out for them as I look out for my own son. And so, if that’s a dad and his son, just know that dad’s going to look out for his son’s crew or his daughter’s friends as well. That’s that grandfather, that’s that big brother who’s, you know, filling in.”
Even when dad is not in the home, or not available due to his work schedule, other people can use the same toolkit to advocate for the child.
“We’re speaking to any of those that play that role within a kid’s life where these are tools you can use to support that son, that little brother, that grandson, that nephew within the school system,” Mark said.
For more information about The Dad Difference, visit kelinmark.com or motivatetogrow.com. On Instagram, you can follow Kelin Mark @assisttheprincipal and Bro. Thomas X-Williams @brothomasx.
Camike Jones is the Editor-in-Chief of the Indianapolis Recorder. Born and raised in Indianapolis, Jones has a lifelong commitment to advocacy and telling stories that represent the community.
