Hope for Ryan White
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Summary
Hope for Ryan White tells the true story of Ryan White, a teenager from Indiana who, after being diagnosed with HIV in the 1980s, faced stigma and exclusion when his school and community refused to accept him. Despite fear and misunderstanding surrounding HIV/AIDS at the time, Ryan became a national symbol of courage, dignity, and hope. His advocacy helped change how people understood the disease and encouraged greater compassion for those living with it. This story introduces children to themes of fairness, courage, resilience, and the importance of standing up against prejudice.
Sensitivity Note: The book addresses illness, stigma, and discrimination. While it is written to be accessible to children, some students may find the themes emotionally heavy. Facilitators should be prepared to pause for questions, acknowledge difficult feelings, and frame the story with care, emphasizing Ryan’s bravery, resilience, and positive impact.
Guidelines for Discussion
Hope for Ryan White provides an opportunity for children to reflect on justice, compassion, and the power of individual voices in creating change. A facilitator does not need philosophical training to lead this discussion—simply guiding students to think carefully about fairness, courage, and empathy is enough. The story raises several themes that can anchor meaningful conversations.
The first theme is fairness and discrimination. Ryan was excluded from school because of his illness, even though he wanted to learn just like everyone else. Children can be asked to think about what fairness really means: is it treating everyone the same, or treating people according to their needs? For example, if a student uses a wheelchair, fairness doesn’t mean asking them to climb stairs—it means providing a ramp so they can enter the school equally. In Ryan’s case, fairness meant letting him attend school despite people’s fears. Facilitators can help children see how prejudice—judging someone negatively because of something they cannot control—is unfair.
A second theme is fear and misunderstanding. Much of the community’s response to Ryan came from fear of HIV, which at the time was poorly understood. This opens space for children to think about how fear shapes behavior. Sometimes fear can keep us safe—like being careful around a hot stove—but fear can also lead us to act unfairly when it is based on misinformation. The key philosophical question is: how should we act when we are afraid of something we don’t understand? This discussion helps students consider the role of learning and compassion in overcoming prejudice.
The story also emphasizes courage and resilience. Ryan showed courage not by being fearless, but by continuing to stand up for himself and live with dignity even when people were unkind or unjust. Children can explore what makes someone courageous: is it doing something despite being afraid, or refusing to give up when things are hard? Linking Ryan’s story to their own experiences—times they have spoken up for themselves or others—helps students see that resilience is not about being perfect, but about continuing to act with strength and hope in difficult circumstances.
Finally, the book highlights hope and social change. Ryan’s story is not only about his personal struggles, but also about how his voice changed the way a nation thought about HIV/AIDS. This can help children think about the relationship between individuals and communities: How can one person’s actions inspire others to be more fair and compassionate? What responsibilities do we share as a community to stand up for people who are treated unfairly? These reflections tie Ryan’s life to the larger idea of justice: the hope that our actions, even small ones, can contribute to a more caring world.
By weaving together these themes—fairness, fear, courage, and hope—facilitators can help children think critically about Ryan’s story while also connecting it to their own lives. The aim is not to provide “right” answers, but to create space for children to voice their ideas, share their feelings, and practice seeing issues of fairness and compassion from multiple perspectives.
Discussion Questions
Fairness and Discrimination
- Was it fair for Ryan to be treated differently because of his illness?
- How do we know if something is fair or unfair?
- Should people be treated the same even when they are different in some way? Why or why not?
Fear and Misunderstanding
- Why were people afraid of Ryan?
- Can fear ever be a good reason to treat someone unfairly?
- How can learning more about someone help us treat them better?
Courage and Resilience
- What makes Ryan courageous?
- Can someone still be brave even if they feel scared?
- Have you ever stood up for yourself or someone else when it was hard?
Hope and Change
- How did Ryan help make the world better?
- Can one person’s actions really change a community or even a country?
- How can we bring more fairness and kindness into our own schools or neighborhoods?
Suggested Activity: In Another's Shoes
To help students connect with Ryan’s experiences, invite them to imagine what it would feel like to be in his situation and how others might respond differently. Begin by discussing the phrase “walking in someone else’s shoes” and what it means to imagine life from another person’s perspective.
Divide the class into small groups and give each group a short scenario based on the story—for example: Ryan wanting to return to school but classmates being afraid, Ryan speaking to a reporter, or Ryan finding friends who support him. Ask each group to think about how Ryan might have felt in the moment and how people around him might have acted differently to be fair and kind.
Have each group share their reflections with the class, either through a short skit, a drawing, or simply by explaining their discussion. Conclude with a whole-class conversation about empathy: Why is it important to try to imagine how others feel? How might doing this help us treat people more fairly in our own lives?
This activity highlights perspective-taking and encourages students to see fairness and compassion as everyday practices, not just abstract ideas.
About the Prindle Institute
As one of the largest collegiate ethics institutes in the country, the Prindle Institute for Ethics’ uniquely robust national outreach mission serves DePauw students, faculty and staff; academics and scholars throughout the United States and in the international community; life-long learners; and the Greencastle community in a variety of ways. In 2019, the Prindle Institute partrnered with Thomas Wartenberg and became the digital home of his Teaching Children Philosophy discussion guides.
Further Resources
Some of the books on this site may contain characterizations or illustrations that are culturally insensitive or inaccurate. We encourage educators to visit the Association for Library Service to Children’s resource guide for talking to children about issues of race and culture in literature. They also have a guide for navigating tough conversations. PBS Kids’ set of resources for talking to young children about race and racism might also be useful for educators.
Philosophy often deals with big questions like the existence of a higher power or death. Find tips for leading a philosophical discussion on our resources page.
