I have spent a lot of time thinking about what it means to honor diversity, be equitable and inclusive, not just in the classroom but as a mother and a socially responsible human. I could list off a dozen strategies to “tick the boxes” of EDI, but one thing continues to echo through my mind: What does the student/person individually need? One of the things that irritates me about policymakers is that, when it comes to neuro and physical divergent, BIPOC, LGBTQ2+, or homeless/vulnerable people, their voices are rarely represented on the board of directors making those decisions. Are their voices offering feedback on what they need? I feel the same way about trying to make decisions based on students whose lived experience doesn’t match my own. I can absolutely make worksheets and lessons that incorporate as many entry points as possible, I can absolutely take into consideration issues that might prevent students from being able to participate fully in activities, and I can absolutely reflect on what students might need if I were in their shoes. But the truth is, I have no idea what the needs of other people are, and the only way to fully understand is to listen and be open to them. Spending time developing strong and trusting relationships is so important when it comes to deciphering what students need to feel included, seen, and honored, so it is up to me to provide an environment where that is the expected norm. I can do that by being consistent in expectations, providing daily routines students can count on, asking for their input on what they need to feel safe in a classroom, and displaying their feedback on the walls, so everyone knows what everyone needs. Personalized formative assessment strategies will give me a glimpse into how students are learning based on their individual progression and not class progression, and making sure to check in with students regularly, both directly and anonymously, will also provide me with the information I need to see how students feel about their environment and other classmates.
Younger children may not be able to vocalize what they need, but behavior is the best indicator of need, so it’s my job to translate that to the best of my ability and I can do this by remaining dialed into my students as possible. I know that I may not be able to offer every student everything they might need, but I think that if I remain open, receptive to feedback, and dialed in I can create an environment where students feel safe enough to express their needs with the knowledge that they are seen, heard, and honored for who they are, in all their individual radiance.