A large body of research demonstrates that teaching students explicitly about issues of identity, diversity, equity, and bias--sometimes referred to as "anti-bias" education--can lead to positive academic, attitudinal, and behavioral outcomes. Explicit instruction around issues of oppression, equity, and activism can support students' sense of belonging, competence, and confidence about their academic skills, as well as their appreciation for diversity (Aronson and Laughter, 2016; Dover, 2009). Given the evolving sociopolitical environment and the evidence base suggesting that nurturing students' sense of identity and providing instruction that directly addresses issues of equity in the classroom might lead to positive student outcomes, it would be useful for education leaders and policymakers to better understand how teachers across the country view anti-bias education. Leveraging nationally representative survey data of K-12 public school teachers, the following three research questions were examined: (1) Which teachers engaged in anti-bias education? (2) What types of instructional materials did teachers use to provide anti-bias education? and (3) How could anti-bias education be better supported? Findings from this report are drawn from the 2021 American Instructional Resources Survey (AIRS), which was administered through the American Teacher Panel, a nationally representative sample of K-12 public school teachers across the country. [For "American Instructional Resources Survey: 2021 Technical Documentation and Survey Results. Research Report. RR-A134-10," see ED619861.]