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Why students might not participate and feel included in the classroom.

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Why students might not participate and feel included in the classroom.

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Some reasons students don’t speak up in class is they might feel that other students opinions matter more. They might feel that their own perspective on the material isn’t very valuable so no point sharing. These feels often stem from insecurity and social anxiety.

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Just because we are in an affluent community doesn't mean that all students have access to tech devices.  There has been pressure in older grades to ditch the agendas because of this, in favour of using a device to record assignments, etc.

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Just because we are in an affluent community doesn't mean that all students have access to tech devices.  There has been pressure in older grades to ditch the agendas because of this, in favour of using a device to record assignments, etc.

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Just check in. Have a chat. It's worth so much. 

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Just check in. Have a chat. It's worth so much. 

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Creating multiple entry points for students to share information- speaking, writing it down, email, etc. Some may have things to share but may not fell comfortable directly saying it.

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Creating multiple entry points for students to share information- speaking, writing it down, email, etc. Some may have things to share but may not fell comfortable directly saying it.

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Get to know your students beyond just academically. Not every student has the same story (home life, up bringing, identity etc.), so we really need to take the time to get to know them so that we can create a positive environment for them daily.

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Students of all walks of life deserve a voice and to be heard and respected.  Taking the time to listen- actually listen- opens minds and changes view points. Seeing things from different points of views allows for a better understanding of why people are the way they are, act the way they do and allows people to eventually put their guards down and open up any discussion.

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An informal time set aside each day (where students have an open platform) to discuss as a group teacher driven or student driven real world topics and issues (that often morph into other topics/ideas as well !) can do wonders ! Kids need opportunity to speak out every day so that when something comes up that requires discussion, it doesn’t feel contrived, and they feel safe using their voice

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Regular communication with parents.  Taking the time to get to know their home life and how you can support your students at school.

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Regular communication with parents.  Taking the time to get to know their home life and how you can support your students at school.

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Being aware of our language and own bias towards staff as well

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Being aware of our language and own bias towards staff as well

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Some students are struggling with very serious family issues ... moving to a new area because of parental breakups ... a parent with a serious illness. These kids are working through lots of stuff. The best we can do is create an environment where they are safe and valued and listened to and ...

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Teachers can be invisible minorities to students and staff they don't know well. 

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Teachers can be invisible minorities to students and staff they don't know well. 

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Offering an external safe space for all and having students access it only to find that the person who made them feel unsafe is also accessing it. Amplies a feeling of having nowhere comfortable/safe to go, or offers an opportunity for connection and finding common ground with someone that it would not be expected of/from? Opportunity for unexpected allyship?

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Offering an external safe space for all and having students access it only to find that the person who made them feel unsafe is also accessing it. Amplies a feeling of having nowhere comfortable/safe to go, or offers an opportunity for connection and finding common ground with someone that it would not be expected of/from? Opportunity for unexpected allyship?

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Including student voice into your lessons.  Focus on student lead activities.

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Including student voice into your lessons.  Focus on student lead activities.

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Clubs or announcements geared at younger students.

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Clubs or announcements geared at younger students.

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Students that are popular and well spoken are not able to read well.  Lots of pressure for these students.

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1. Young kindergarteners aren’t able to name their anxieties. They do call us “mom” when they need extra attention though! When behaviour is “off” we contact families to see if anything is different at home. Often families reach out to us first.

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1. Young kindergarteners aren’t able to name their anxieties. They do call us “mom” when they need extra attention though! When behaviour is “off” we contact families to see if anything is different at home. Often families reach out to us first.

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Students changing identities that previous teachers (primary grades) may not know about and accidentally call them by their previous name or gender.

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-students who do not relate visibly to anyone else in their classroom/school.
-students whose families are not "traditional"
-talking about holidays and activities that may not be accessible to everyone (financially etc.)
-varying levels of parent support at home
-FRENCH: different listening and comprehension levels make many students afraid to contribute to discussions or reach out for help

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Getting to know families and students. Once you have built a relationship asking them to share their celebrations so you can help reflect them in your practice

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Getting to know families and students. Once you have built a relationship asking them to share their celebrations so you can help reflect them in your practice

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My own barriers regarding what is considered respectful...clothing choices, no hats for our anthem

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My own barriers regarding what is considered respectful...clothing choices, no hats for our anthem

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Socio-economic status - we often assume all students at SWO are privileged. Check your bias and your upbringing when doing the financial literacy unit. Ensure that discussions around money and poverty are not just tragedy centered

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At SWO we have many invisible identities that only come to light when we get to know each other. White passing students of colour, invisible minorities, LGBTQIA+. Ask questions, what are your pronouns, traditions, how do you identify? Discussions and asking questions let's others know you care. When everyone feels cared for they feel included. 

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At SWO we have many invisible identities that only come to light when we get to know each other. White passing students of colour, invisible minorities, LGBTQIA+. Ask questions, what are your pronouns, traditions, how do you identify? Discussions and asking questions let's others know you care. When everyone feels cared for they feel included. 

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Private conferences to get to know you. Thinking about how certain books, activities will affect each student in a good or negative way.

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Different family dynamics. Not all students live with their parents. 

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Different family dynamics. Not all students live with their parents. 

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Gender identity - ask about Ss preferred name and pronouns at beginning of year; make it clear that it can change at any time and they are welcome to let you know. When discussing fiction writing, talk about stereotypes of characters to explore binary of male/female; make explicit that we can move beyond the binary and that we know there are more than just 2 gender identities.

Sexuality - have literature available that reflects experiences from people in the LGBTQIA+ community. Talk about the important historical events and uprising that took place. In discussions of advertising, talk about rainbow capitalism and the difference between performative allyship and real allyship

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1. family dynamic
2. assumptions / blanket statements about gender, sexual orientation, home life
3. Talk about it and ways we can encourage it / get to know the students better

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Representation of different cultures in classroom practices. Having experts in your room share if they feel comfortable to do so!

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Representation of different cultures in classroom practices. Having experts in your room share if they feel comfortable to do so!

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1. students whose religion is other than the majority (eg. Jewish, Muslim, Jehovah's Witness)
2. discussions or videos about holidays they do not celebrate- feeling not included, or scared to share their own traditions for fear of being singled out

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Spirit days that involve purchasing things, not everyone has an orange shirt, pink shirt, etc.

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Spirit days that involve purchasing things, not everyone has an orange shirt, pink shirt, etc.

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Creating an environment that accepts and celebrates all identities. Instilling the concept of treating others the way you would want to be treated. 

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Creating an environment that accepts and celebrates all identities. Instilling the concept of treating others the way you would want to be treated. 

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Struggling with their own mental health and acting out because they don’t feel accepted

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Students feeling anxious about being misgendered. Students want people to use their pronouns. Students understand when people mess up, but want them to correct themselves and use their pronouns. Using inclusive language and being mindful that not everyone identifies as a "boy" or "girl". LGBTQ+ students wanting to connect with students in their community from different classes.

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home life
anxiety

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Discussion about home and family life could lead to uncomfortable thoughts and feelings for some students

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Discussion about home and family life could lead to uncomfortable thoughts and feelings for some students