When Do Kids Understand Race?

If a child hears or says something that is racist, how do parents explain what’s going on?

Sometimes it’s unintentional, but parents tend to use colorblind language even when something comes up that’s racialized. So if there’s unfairness going on—if a friend is being excluded or if a child says something that a parent perceives as bias—parents often turn to language like “That’s not nice” or “We don’t want to hurt her feelings” or “She might feel sad if you say that,” without getting at the racialized question or unfairness behind the issue. Parents often use colorblind language because they want to teach their kids that race doesn’t matter. This doesn’t help kids be less racially biased; it teaches them that their parent is uncomfortable talking about this. It could be a benign question, for example, a child who’s grown up around only people of their same race and they see someone of a different race and ask, “Why do they look like that?” Parents will often shush the child or reply with a colorblind answer. If the child is silent about the topic after this, it doesn’t mean that the question has gone away. It means the child is learning that we don’t talk about this directly.

Another thing that parents often do if they do address racism is put it in terms of a sick person or a bad apple. They’ll say that only sick people want to hurt other people based on their race or on how they look. Again, this is an understandable message, but what we’ve seen is that it can make the situation seem like something that is isolated, or for White children, the takeaway message can be: “We are not part of the problem because we are not sick or bad people, and therefore we don’t need to worry about this.”

There’s a quote from a 2001 book by Debra Van Ausdale and Joe Feagin, The First R, that’s about preschoolers and race. They say, “Talk about the fact that the social world we live in is often unfair to people of color simply because they are people of color and that persisting racial-ethnic inequalities are unjust and morally wrong. Make it clear that racial-ethnic prejudice and discrimination are part of a larger society that needs reform and not just something that individuals do.”

It is important that parents couple this discussion of unfairness with a discussion of resistance and empowerment. Otherwise, it can be frightening and crushing for children—especially children of color—to learn about this unfairness. Therefore, it’s important to talk with children about people in your community (and beyond) who are working to fight against this unfairness. Introduce them to these people and model for them the importance of this fight against racial inequity.

“What choices are you making about your environments and theirs? What environments are they in every day? Who is present and in what roles? Whose experiences and perspectives are being centered and valued? What are they observing when they witness you reacting to racialized situations? What you do matters.”

One example that comes to mind came from a White mother who spoke to me about her young White son asking something along the lines of “Why don’t Black people get grocery stores?” based on patterns he saw while riding through their city. Here, it was important for her to help her child understand that this was the result of unfairness toward Black people as a group and that it was not right. But it was also important for this parent to make sure to bring in the empowerment element, talking to her child about people in the community who also recognize this same unfair pattern and are working to make change through advocacy, community gardening, and more. Remember that young children learn through concrete experiences, so it is important to introduce them to anti-racist role models and activists in person and get involved to show them that we all must be a part of the change.

Parents also should not wait for kids to ask questions because research shows that children are getting the message early that they aren’t supposed to talk about race. Parents should raise these issues and work to normalize these discussions about race. What research has shown is that parents bring up fairness around gender with very young kids, but they do not and are not comfortable bringing up race. Black and Latinx parents are more likely to bring up cultural identity and pride with young children, but parents of all races are unlikely to talk with young children about racial inequity or unfair racialized patterns that kids might see. Bring it up and don’t wait for kids to ask questions. If they do ask questions, answer them directly if you can. If you can’t, I encourage asking the follow-up question, “What makes you say that?” If a child asks a question that sounds biased, sometimes parents want to shut them down and say, “That’s not nice. We don’t say that.” But asking, “What makes you say that?” can help explain their thinking and help you understand the best way to respond.

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HBO’s Showbiz Kids: Evan Rachel Wood, Cameron Boyce and More Reveal the Cost of Child Stardom

HBO’s newest documentary, Showbiz Kids, examines the dark reality of child stardom through the lens of those who lived it.

Evan Rachel Wood, Jada Pinkett SmithWil WheatonTodd BridgesMila JovovichHenry ThomasMara Wilson and the late Cameron Boyce paint a sobering picture of the price they paid to pursue their dreams (and in some cases the dreams of their parents) in Hollywood. 

“I gave up my childhood for this industry, and it wasn’t my choice,” Wheaton, most notable for his roles in Stand By Me and Star Trek: The Next Generation, said. Similarly, Wood remembered a desire to simply play with her friends, noting, “…it was apparent early on that you would get in trouble if you wanted to play. It would be very disappointing to people if I didn’t want to do this because I was talented.”

The 90-minute documentary, directed by Alex Winter of Bill & Ted’s Excellent Adventures, traces these former child stars’ trajectories to present day and uncovers the memories they still can’t shake. 

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Talking to Your Kids about Racism—and Other Stories to Read Now

Every week, we corral compelling wellness stories from around the internet—just in time for your weekend reading.

  • The Fullest Look Yet at the Racial Inequity of Coronavirus

    The Fullest Look Yet at the Racial Inequity of Coronavirus

    The New York Times

    Early testing results suggested racial disparities in who was most likely to get sick and die from the coronavirus. New federal data obtained by The New York Times from the Centers for Disease Control and Prevention paints a clearer picture of how systemic racism shapes public health: Nationwide, across cities, suburbs, and rural towns, Black and Latinx people in the United States are three times as likely to be infected with and twice as likely to die from COVID-19 than White people. Native Americans and Asian people are also disproportionately affected. This data-driven report explores the underlying causes.


  • There’s a Right Way to Talk about Racism with Kids—and Most White Parents in the US Aren’t Doing It
  • How I Became a Police Abolitionist

    How I Became a Police Abolitionist

    The Atlantic

    “We called 911 for almost everything except snitching,” writes human rights lawyer Derecka Purnell. “Police couldn’t do what we really needed. They could not heal relationships or provide jobs. We were afraid every time we called. When the cops arrived, I was silenced, threatened with detention, or removed from my home…. Yet I feared letting go; I thought we needed them.” In this op-ed, Purnell, through the lens of her own journey toward abolition, shares what society would look like without policing. “When people dismiss abolitionists for not caring about victims or safety, they tend to forget that we are those victims, those survivors of violence,” she writes.


  • California’s San Quentin Prison Declined Free Coronavirus Tests and Urgent Advice—Now It Has a Massive Outbreak

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Maintaining Sanity while Working at Home with Kids

I have been talking with neighbors, friends, and friends of my adult kids to see how COVID-time has impacted working parents with children. Some parents love working from home. They find they are more productive and more creative than ever. They are enjoying having so much family time. They hope and wish that they will never have to go back to 9 to 5, five days a week. “What’s not to love about working remotely?” they ask. No commute. Working in sweats. No distractions from difficult coworkers. And lots more family time. These are not the people I worry about.

Some parents, like those quoted below, are finding staying home a major challenge. They are reporting frustration, disappointment, disillusionment, and burn out. They often feel guilty that they aren’t being more productive for work and that they aren’t keeping up with their kids’ home schooling. They feel even more guilty that they aren’t enjoying spending all day with the children they love. They wish and hope to get their kids back to day care and school — and themselves back to work ASAP. 

“I remember telling my wife, ‘We’ve got this’ when we first went into lockdown. Our kids, ages 8 and 10, love to do craft projects and they are both readers. How hard could it be? Was I ever wrong! — My teacher wife struggles to put math lessons online. Until a week ago, she still had over 100 middle school kids to interact with. That was on top of schooling our own kids. Our kids complain about boredom. I can’t get my work done. We have all started losing out tempers — and maybe our minds.”

“As a single mom of two young teens, I’m always behind in getting my work tasks done. I’m frustrated with trying to get the kids to do their schoolwork. I’m sick of the daily battle to get them off their phones and outside. I’ve had it with their whining and begging to let them go see friends.  I don’t give in to it (I do love them soo much) but I admit I sometimes think to myself, ‘Fine. Go ahead. Go hang out and get sick.’ Then I feel terrible that I even feel that way.”

“How are we doing? It depends on the day. Sometimes the kids are cooperative and find things to do. While my husband and I try to do our remote work, they work on school assignments pretty independently. Other times they are underfoot wanting to be entertained. I don’t want any of us to get sick, but we’re kind of sick of each other by now.”

What’s the difference between parents who love working remotely and those who don’t? I suggest that it is not the “working from home” that puts people under stress. Parents of babies who are young enough to nap and stay put, playing and cooing, next to mom or dad or whose kids are old enough to not need constant supervision have generally been able to manage well. But parents of kids from age 1-12 are tearing their hair out as they try to do the double duty of job and child school and supervision. That’s especially true for those who are fielding multiple kids at multiple ages and stages. 

No one planned for this. No one had time to adjust in an orderly way. One week the adults were on the job and the kids were in school or daycare. The next week they were all home. Boom.

At times the double duty can feel almost impossible — only because it is. There is no way to effectively work the usual 8 hour day and also provide 6 hours of “school” or 8 hours of daycare at the same time. 

In an attempt to be helpful, I researched strategies that at least some families some of the time are using to stay reasonably sane in this crazy-making time. I share these stress-busters only as ideas for you to consider as you do your best to manage the weeks and maybe months ahead.

6 Tips for Maintaining Sanity

1. External structure is essential. Kids thrive on structure, even when they fight against it. Households that are running well have a set a time for play, a time for school work, a time for naps, a time for meals, a time for bed, etc. The regularity makes kids feel more secure. Structure and predictability free the adults from having to constantly make decisions about what to do next.

2. Establish definite on-duty and off-duty times for childcare. When every adult feels in charge of the kids all the time, no one gets much done. It’s more helpful if the adults define “shifts.” The person not on kid-duty then feels free to focus on work. The kids know who to go to for what they need. 

Parents who don’t have live-in partners count on grandparents, relatives, or other parents. Some form “quarantine pods” with other families who share the same COVID safety standards, so the adults can switch off the care, entertainment, and schooling for kids. — Yes, child-free time may be less than what people had pre-COVID, but they often find that their efficiency increases when their uninterrupted time for work is limited and precious.

3. Set realistic expectations for home schooling: Build school time into the daily schedule so getting down to assignments isn’t a daily argument. As much as you can, do your work while they do theirs. Insist on quiet, uninterrupted periods (even if it’s in 15-minute blocks) while everyone gets down to work. Build in breaks. Build in check-in times. 

Don’t expect yourself to keep exactly the same school schedule or to take the place of trained teachers. You can’t! But you can give your kids the message that their education is important by taking it seriously. Fortunately, most schools do provide packets of materials and assignments, both online and in the mail. There are also numerous sites online to help. It will go better if you do your own “homework” and take a little time the night before to review the lessons for the next day and round up whatever supplies the kids are going to need.

4. Stay connected: Things people mean to get around to when they have time often end up not happening enough or at all. That includes social time. Schedule regular meetings with coworkers and regular social time with family and friends via zoom, messages, and phone calls to help fend off feelings of isolation.

Kids need to keep up with their friends, too. Set up regular Zoom get togethers the kids can look forward to. If you have young kids, rotate responsibility for these get-togethers with the parents of your kids’ friends. Adults can read stories, host sing-alongs, or lead games like “Simon Says” that can be done remotely. With teens, do talk with them about how you can balance their need for privacy with adequate monitoring to keep everyone safe.

5. Self-care is family care: Selflessness is a set up for failure. It’s a mistake to skip meals or cut down on sleep or to forego any kind of exercise in order to get job tasks or household chores done. It only results in “running on empty.” Don’t feel guilty for attending to at least some of your own needs.

6. Give yourself credit: Working from home while parenting kids isn’t something any of us were prepared for. We can only do our best to manage the double duty and stay reasonably sane in the process. As tempting as it is to just collapse, take a moment at the end of each day to breathe and give yourself credit for what went right. Make a mental list of three things you can feel grateful for. Positive psychologists assure us that doing so will help us feel better and be more able to get up and do it all again tomorrow.

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Kids may lessen anxiety if they can take some risks

Albano is a Columbia University psychologist whose research focuses on children and anxiety. Her work suggests that kids who don’t take risks or experience occasional distress are more likely to be anxious.

Letting children get scared runs counter to parental instincts — after all, isn’t protecting them part of the parental job description?

Not so fast, warns Albano in a new TedMed Talk. Participating in child’s anxiety cycle doesn’t do them any favors. According to Albano, the best way to inoculate kids against anxiety is to step out of the anxiety cycle.

Here’s how it works: A child has a hard time. Parents can’t tolerate their child’s distress, so they step in and help. The kid doesn’t get the chance to develop resilience or coping skills, so they become more anxious. Repeat.

“If parents and key figures in a child’s life can help the child, assist them to confront their fears and learn how to problem-solve, then it is more likely that the children are going to develop their own internal coping mechanisms for managing their anxiety,” Albano says.

Parents should stay calm, validate the child’s feelings, then help them plan how to confront the situation, Albano advises — and then stand back and let them deal with the problem themselves.

It’s not a one-size-fits-all solution — Albano emphasizes that this tactic works only for run-of-the-mill frustrations, not situations like bullying. But developing the ability to watch your child suffer temporarily can clear the way for something amazing: The gratification of seeing that child blossom as they experience a sense of their own efficacy and ability. Watch the talk at

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Starting Conversations with Your Kids about Gender Identity and Sexuality

What are the basic terms that can help us have conversations about gender identity?

Gender: A socially constructed system of classification that ascribes qualities of masculinity and femininity to people. Gender expectations and norms can change over time and are different from culture to culture. The word “gender” is often used synonymously—and incorrectly—with “sex.”

Sex: The physical structure of a person’s genitalia used to assign gender at birth. In addition, biological sex includes chromosomes, hormones, internal organs, and other structures related to reproduction. Given the potential variation in all of these things, biological sex must be seen as a spectrum or a range of possibilities rather than a binary set of only two options.

Gender identity: One’s innermost core concept of self, which can include identification as a man, a woman, a blend of both or neither, and more ways individuals perceive themselves, as well as what they call themselves. Many people become conscious of a discrepancy between their gender and their sex between the ages of eighteen months and three years. Some of these people socially, hormonally, and/or surgically change their physical appearance to more fully match their gender identity, and some do not.

Cisgender: Describes a person whose gender identity is congruent with the sex they were assigned at birth.

Transgender: Sometimes used as an umbrella term to describe anyone whose identity or behavior falls outside of stereotypical gender norms. More narrowly defined, it refers to an individual whose gender identity does not match their assigned birth sex.

Sexuality (sexual orientation): Refers to being romantically or sexually attracted to people of a specific gender or genders and/or sex or sexes. Our sexual orientation and our gender identity are separate, distinct parts of our overall identity. Although a child may not yet be aware of their sexual orientation, they usually have a strong sense of their gender identity.

Gender identity and sexual orientation are independent of each other: Being transgender or cisgender does not imply any specific sexual orientation. Therefore, people may identify as straight, gay, lesbian, bisexual, pansexual, etc., regardless of what their gender identity is.

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Studies Detail Syndrome in Kids Linked to COVID

June 29, 2020 — Nearly 300 children in 26 states fell ill with a mysterious COVID-related inflammatory condition between March and May, a pair of new studies show. Six of the children died.

The studies are the most detailed accounts to date of the illness called multisystem inflammatory syndrome in children, or MIS-C. And they’re giving pediatricians and parents a better idea what the condition looks like when it strikes.

The reports paint a picture of kids and teens who become severely ill, with at least four organ systems involved in the illness. Eighty percent of kids and young adults in the study, who were all under the age of 21, were treated in the intensive care unit, and 20% needed ventilators to help them breathe.

MIS-C is different than the severe course of COVID-19 that can imperil medically fragile children. MIS-C is a condition that seems to hit previously healthy kids days to weeks after they’ve fought off the virus that causes COVID-19.

The most common symptoms of MIS-C were fevers lasting an average of 5 days. More than 90% also had some kind of gastrointestinal complaint — nausea, vomiting, diarrhea, and belly pain. Many kids also had heart problems in response to the syndrome, including coronary artery aneurysms, where a weak spot in the arteries that feed the heart balloons dangerously. The majority also had markers of body-wide inflammation, such as high levels of C-reactive protein in their blood.

More than two-thirds of the children in the study had some evidence that they’d come into contact with COVID-19, either because a blood test for the virus was positive or because they had been around a person who was known to be diagnosed with it.

The studies, which are published in The New England Journal of Medicine, are a snapshot of cases rather than an exact count.

“This is a minimum number. We didn’t collect cases from every ICU in America,” says Adrienne Randolph, MD, a critical care specialist at Boston Children’s Hospital. She says 53 intensive care units contributed data to the study.

“Our goal was just to show that it was seen across the United States,” Randolph says.

Nearly 100 of the cases detailed in the studies came from New York state, which has been the epicenter of the coronavirus pandemic in the U.S.

In the second study, researchers from the New York State Department of Health analyzed their cases. They conclude that MIS-C is clearly linked to COVID-19, with the peak of cases of MIS-C trailing the peak of COVID-19 cases seen in New York by 1 month.

They note that about a third of the children affected in New York had a preexisting condition, most commonly obesity.

The syndrome shares features of Kawasaki disease, a rare syndrome that strikes children after they’ve fought off an infection. Kawasaki disease can also affect the heart, and it often causes kids to get skin rashes; a swollen, red “strawberry tongue;” red, cracked lips; peeling skin on their hands or feet; and red eyes. The main risk of Kawasaki disease is inflammation of the blood vessels, particularly the ones that deliver blood to the heart.

In the New York study, researchers found that the features of MIS-C that most closely resemble Kawasaki disease were more common in younger children.

They also note that their data shows that like COVID-19, MIS-C has affected more Black and Hispanic children in New York than whites or Asians. The New York analysis included data on the race of 78 patients. Thirty-seven percent were white, 40% were Black, 5% were Asian, and 18% identified as other. About one-third of patients who listed an ethnicity identified themselves as Hispanic.

If COVID-19 has been spreading in your area, and your child has a fever, skin rash, or other strange symptoms, researchers say it’s important to check in with a doctor.

“It’s important to touch base with a pediatrician, especially this time of year, because there isn’t much going around right now,” Randolph says.

With MIS-C and Kawasaki disease, early treatment is key. Prolonged inflammation can lead to permanent heart damage, if it isn’t caught and stopped.

Despite the scary collection of symptoms, Randolph says the syndrome is still rare, and most of the kids recovered with treatment. “So that’s reassuring,” she says.

Most of the children in the study were treated in the hospital intensive care unit. More than two-thirds got an intravenous dose of a purified blood product called immunoglobulin, which helps modify the body’s immune response. Other treatment included steroids and medicines to help constrict blood vessels and raise blood pressure. Many needed temporary help to breathe from a ventilator or ECMO machine.


Adrienne Randolph, MD, critical care specialist, Boston Children’s Hospital; professor of anesthesiology, Harvard Medical School, Boston.

The New England Journal of Medicine: “Multisystem Inflammatory Syndrome in U.S. Children and Adolescents,” “Multisystem Inflammatory Syndrome in Children in New York State.”

News release, New York State Department of Health, June 29, 2020.

© 2020 WebMD, LLC. All rights reserved.

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Breaking New

A 10-year-old girl has sent more than 1,500 art kits to kids in foster care and homeless shelters during the coronavirus pandemic

Chelsea Phaire, a 10-year-old from Danbury, Connecticut, has sent more than 1,500 children in homeless shelters and foster care homes art kits to give them something uplifting to do when they’re feeling down.

The kits — which include markers, crayons, paper, coloring books, colored pencils, and gel pens — are sent to schools and shelters across the country as part of Chelsea’s Charity, an organization founded by Chelsea and her parents.

“Since she was seven, she was begging me and her dad to start a charity,” Candace Phaire, Chelsea’s mom, told CNN.

“She was so persistent, every couple of months she would ask, ‘Are we starting Chelsea’s Charity yet?’ When she was turning 10, she asked us again, and we decided it was time to go for it.”

The rising 6th grader launched Chelsea’s Charity on her birthday in August 2019, when she asked party guests to donate art supplies instead of getting her birthday gifts.

Chelsea getting ready
After her birthday party, Chelsea used the donations to send out her first 40 art kits to a homeless shelter in New York. The family then set up an Amazon wishlist full of art supplies. Every time they get enough donations, they pack up the kits and deliver them to kids in person.

In just the first five months, Chelsea and her mom sent out nearly 1,000 kits to children in homeless shelters, foster care homes, women’s shelters, and schools impacted by gun violence.

Before the pandemic, Chelsea was able to travel with her mom across the country to meet the kids in-person, and even teaches them some of her favorite drawing tips.

Now, schools are closed, and social distancing precautions will not allow Chelsea to physically interact with the kids as much. Instead, she and her mom are mailing the kits.

Since March, when schools began to close, the family has sent over 1,500 kits to schools, shelters, and foster homes in 12 states across the US.

“I feel good inside knowing how happy they are when they get their art kits,” Chelsea told CNN. “I have definitely grown as a person because of this. Now my dream is to meet every kid in the entire world and give them art. Who knows, maybe if we do that and then our kids do that, we’ll have world peace!”

Helping traumatized children through art

When Chelsea was 8, she lost someone very close to her heart. Her swim instructor, who she said she considered family, was killed from gun violence in the middle of their swim season.

That was the moment art went from being Chelsea’s hobby to her therapy.

Knowing that other children have also gone through trauma inspired Chelsea to help make art more accessible to help others cope with their feelings.

“Art therapy is being prescribed a lot more to support the mental health of young kids, especially those with social and emotional deficiencies,” Phaire, who is an early childhood education professor and former teacher, told CNN.

“Now with Covid-19, a lot of kids in shelters and also children in foster homes might not have access to art supplies they usually find in school. It’s also mental health awareness month, so that’s definitely motivating us to ramp it up send even more kits.”

With this year’s added stress of a global pandemic and nationwide shutdown, it’s more important than ever to make sure kids have ways to cope with the emotions that come with adjusting to today’s new reality.

For kids in already stressful situations such as homelessness, this can be even more difficult.

One of the organizations that received art kits from Chelsea is James Storehouse, a non-profit that serves children in foster care “from cribs to college.”

“When a child or youth enters foster care, they usually have no belongings of their own,” Stacy DeWitt, James Storehouse executive director, told CNN. “It’s been a great addition to be able to offer the art kits, so the children and youth have a creative outlet to process their emotions during this traumatic time in their lives.”

She said the kits have also “been fantastic for foster parents who have children at home during the stay-at-home orders.”

“It gives the children and teens a fun creative outlet to channel their energy because they can’t be in the classroom right now. Chelsea’s kits have been a blessing to many children in hard places and have brought them joy.”

While it may take her a little bit longer to reach every kid in the world, thanks to Chelsea’s kindness, thousands of kids all over the country have at least one reason to smile.

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Celebrity Entertaiment

Jenelle Evans, David Eason Celebrate Easter Together With Kids: Pics

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Celebrity Entertaiment

Kristen Bell to Educate Kids on Coronavirus Through Town Hall

Getting involved! Kristen Bell is stepping up to help children better understand the ongoing coronavirus pandemic.

The Good Place alum, 39, will host the #KidsTogether: The Nickelodeon Town Hall on Monday, March 30. The hour-long event will address COVID-19 concerns head on, while providing tips and insight on the matter from experts. Bell will speak with medical workers via video chat and families, who will open up about their personal experiences with the outbreak.

Bell won’t be the only major name appearing in the educational special. Kenan Thompson, Kel Mitchell, Ciara, Russell Wilson, Josh Gad and Charli D’Amelio are scheduled to stop by as well. Meanwhile, Alicia Keys is set to perform.

Kristen Bell Hello Bello Brand Launch Wearing Adam Lippes Nickelodeon Coronavirus Town Hall
Kristen Bell attends the Hello Bello Brand Launch on February 25, 2019 in New York City. Kristin Callahan/ACE Pictures/Shutterstock

“It’s so important to remember that we are all in this together, and our kids and loved ones need outlets to help them process and understand what’s going on and, most importantly, to still feel connected,” the Veronica Mars actress told Entertainment Weekly on Friday, March 27. “I hope kids and families come away from this special feeling a little more comfortable and that they enjoy some much-needed moments of humor during this difficult time.”

Bell has been on a giving streak amid the coronavirus outbreak. Following reports that the Frozen II star and her husband, Dax Shepard, were waiving April rent for tenants residing in the building they own, she opened up about why the couple chose to do so.

“It was a no-brainer,” Bell said while calling into the Bobby Bones Show on Friday, March 27. “People over profit, always.”

Bell has been very vocal about raising awareness about the coronavirus outbreak via social media. She has also taken to social media to share cute bonding moments with her and the 45-year-old “Armchair Expert” podcast host’s daughters Lincoln, 6, and Delta, 5. On Tuesday, March 24, she posted a photo of her youngest child’s proposed solution to combating the COVID-19 virus.

“Well folks, she’s done it,” Bell captioned an Instagram photo of Delta holding a tube filled with a green liquid. “Don’t get me wrong, she has more trials to do to assure its efficacy — but my 5 yr old just came into my bedroom with a vial full of colored water and told me ‘I just made the vaccine for coronavirus!’”

Kristen Bell Nickelodeon Coronavirus Town Hall

Bell’s #KidsTogether: The Nickelodeon Town Hall will air across Nickelodeon, TeenNick and Nicktoons on Monday, March 30, at 7 p.m. ET. Thereafter, it will be available to stream on Nick On Demand, the Nick App, Nickelodeon’s official YouTube page and through Nickelodeon’s Pluto TV channel.

Given the constantly evolving nature of COVID-19, Us Weekly wants our readers to have access to the most accurate resources. For the most up-to-date coronavirus information, guidance and support, consult the CDCWHO and information from local public health officials. If you’re experiencing coronavirus symptoms, call your primary care provider for medical advice.

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