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Days after COVID‐19 physical distancing precautions were implemented, a coalition of community leaders in Baltimore City founded the Baltimore Neighbors Network (BNN), a volunteer network established to provide proactive phone‐based support to older adults in Baltimore City. BNN was a community‐driven approach aimed at reducing social isolation and improving health equity both during the pandemic and long‐term. This paper describes how the Johns Hopkins School of Nursing's (JHUSON) public health nursing clinical faculty and students partnered with BNN to support a community‐driven crisis response effort while creatively meeting student learning objectives. While engaging in the work of BNN remotely, nursing students were able to meet competencies across all eight domains of the Quad Council Coalition of Public Health Nursing Organizations. Schools of Nursing throughout the country can use this partnership as a model of a service‐learning strategy for public health nursing education during a crisis.

Introduction. Public health students are not systematically trained how positionality and power impact public health practice. A grounding in anti-oppression equips practitioners with tools to recognize the impact of present and historical contexts, foster critical self-reflection, and address systems of oppression. The goal of this study was to gather evidence of how anti-oppression is incorporated in public health teaching. Method. Purposive sampling was used to identify public health faculty who engage in anti-oppressive practice across accredited schools of public health espousing an explicit commitment to social justice. Semistructured in-depth interviews were conducted between January and April 2020 via Zoom; analyses were informed by constructivist grounded theory. Results. Twenty-six faculty from eight schools of public health and one school of medicine participated. Participants highlighted challenges in and techniques on how to engage in anti-oppressive teaching. Three overarching methods for incorporating anti-oppressive principles in pedagogy were identified: facilitating critical consciousness, creating equitable and mindful classrooms, and discussing historical context and systems of oppression, alongside discussing challenges associated with using an anti-oppressive lens in teaching. Conclusions. Anti-oppression is an explicit framework that can be incorporated in training future public health practitioners to work toward dismantling systems of oppression through addressing issues of power and privilege. Findings from this study indicate that faculty are interested in and engage in anti-oppressive teaching but lack consistent training and institutional support. This study offers tools that faculty can employ in the classroom toward practicing anti-oppressive public health pedagogy.

If we accept and acquiesce in the face of discrimination, we accept the responsibility ourselves and allow those responsible to salve their conscience by believing that they have our acceptance and concurrence. We should, therefore, protest openly everything… that smacks of discrimination or slander. Mary McLeod Bethune world that is equitable and safe for all people, of all backgrounds, on all occasions. As nurses, we say, Black Lives Matter.