GLENDALE, Wis. – Perhaps it’s time for K-12 education officials across Wisconsin to ask themselves if the “white privilege” message that’s been seeping into classrooms is doing more harm than good.

Is it bringing students of different races closer together? Is it creating more understanding, tolerance and unity?

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Or is it breeding anger and animosity between children of different racial backgrounds?

A clue could be taken from an incident that occurred Wednesday at Nicolet High School in Glendale, Wisconsin, where a student brought a Confederate flag to school, unfurled it in an English class, and announced it was “White Privilege Day.”

“Police were called to the school, and the student was suspended,” WISN reported. “Nicolet High School Principal Gregory Kabara sent an email to parents, letting them know what happened.”

According to the news station, counselors were on hand to help students who were “upset” by the incident.

Kabara was quoted as saying that the student’s abrupt protest violated school policy.

One might wonder how officials might have reacted if a student had staged a more politically-correct demonstration in support of “white privilege” theories. Would local police have been summoned?

Two far more relevant questions come to mind – how did this teenager, who is presumably white, even know about the “white privilege” movement? And why did he feel the need to sarcastically (and inappropriately) demonstrate the resentment he feels toward it?

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The answers are pretty easy. His teachers, and thousands of others throughout Wisconsin, have been bombarded with constant messages regarding “white privilege” for several years now.

There’s the ongoing CREATE Wisconsin program, sponsored by the Wisconsin Department of Public Instruction. Thousands of teachers gather every year at the CREATE conference to learn that white people and their traditional culture are responsible for many of the problems that plague minority communities.

“Racism is caused by white people, by our attitudes, behaviors, practices, and institutions … How do you justify it for yourself?” said one CREATE conference flier that was given to teachers.

“We are given a false sense of superiority, a belief that we should be in control and in authority, and that people of color should be maids, servants, and gardeners and do the less valued work of our society,” another conference handout said.

Madison, Wisconsin hosted the 2014 national White Privilege Conference, “attended by 2,500 public-school teachers, administrators and students from across the nation,” according to WND.com. Certainly many of those “teachers, administrators and students” were from the state hosting the conference.

“I’m going to suggest to you that race is driving almost everything that’s happening in the country,” Berkeley professor John Powell told the conference audience. He went on to suggest that the Hurricane Katrina disaster in New Orleans occurred because the federal government “took money away from protecting the levees because the levees were protecting black people.”

WNC.com reported that Kim Radersma, a former high-school English teacher, hosted a session at the White Privilege Conference titled, “Stories from the front lines of education: Confessions of a white high school teacher.”

“Being a white person who does anti-racist work is like being an alcoholic,” Radersma was quoted as saying in her workshop. “I will never be recovered by my alcoholism, to use the metaphor. I have to every day wake up and acknowledge that I am so deeply embedded with racist thoughts and notions and actions in my body that I have to choose every day to do anti-racist work and think in an anti-racist way.”

Obviously many of the teachers attending these conferences and workshops go home and share the “white privilege” message with students in their classrooms – which is the clear intention of conference organizers.

As Radersma told her audience at the White Privilege Conference, “teaching is a purely political act and neutral people should ‘get the f— out of education.’”

Sometimes the “white privilege” message is delivered even more directly to students.

In 2013 we learned about an “American Diversity” class being taught at Delavan-Darien High School in Wisconsin.

Students in the class were treated to a steady diet of “white is bad” propaganda.

For instance, they were provided with a handout from University of Texas professor Robert Jensen that said, “There is not space here to list all the ways in which white privilege plays out in our lives, but it is clear that I will carry this privilege with me until the day white supremacy is erased from society,” according to a report from HuffingtonPost.com.

They were also asked to visit the toy aisle at a local department store and “count the number of dolls that were representative of blacks as opposed to whites,” the website reported.

In 2013, EAGnews.org revealed that the Wisconsin Department of Public Instruction had posted a flier on its website that urged white students to wear white wristbands “as a reminder about your (white) privilege.” That story was shared nationally by syndicated columnist George Will.

So yes, Wisconsin K-12 students are well aware of the radical “white privilege” movement. And the underlying message they hear is simple – white people are the villains, simply because they are white, while black people and other minorities are victims, simply because they are not.

Considering that, is anyone really surprised that a high school student finally went a little nuts and reacted in anger? Will we be surprised by similar reactions from other students in other schools?

Can we be surprised when black children act out in anger, when they are constantly told that they are helpless victims stuck in a society that’s hopelessly skewed against them?

When will education officials, in Wisconsin and across the nation, step back and ask themselves if the message of the “white privilege” movement is creating more anger and divisiveness than what it’s worth?