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Including books by various authors of diverse backgrounds helps students explore the various worldviews and histories. Each book carries a different worldview, a different perspective on life and history from different viewpoints. These literatures can help guide students to find their own identities, beliefs and opinions. They can spark critical thinking and create a space for open discussion and voice opinions as well as a sense of understanding for the students who may be able to personally relate to the information in the books.

·         Books such as:

·         “The House on Mango Street” by Sandra Cisneros

·         “Things Fall Apart” by Chinua Achebe

·         “Henry’s Freedom Box: A True Story from the Underground Railroad” by Ellen Levine

Adding literature is a great way for educators to open the eyes of students, encourage them to think about what they just read, and how it relates to what they know or the people around them.

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Case studies highlight many different challenges around the globe. Adding them into various subjects in the curriculum can highlight the challenges and opportunities that come from diverse backgrounds. Examining current case studies can keep kids up to date on the current world around them but examining case studies on (just to name a few examples):

·         The Civil Rights Movement

·         Immigration Narratives

·         Indigenous Peoples history and perspectives (ex. the Trail of Tears)

can spark critical thinking and opinions, allows children to gain insight into the world around them and how it developed, and develop empathy towards others.

Educators can utilize case studies by assigning research projects on global issues. This encourages students to research and understand why things are happening, the different perspectives, and what affects it has on different cultures around the world.

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Teaching history from all different viewpoints is essential to not only inclusive education, but teaching the history as a whole. Including all diverse aspects of historical events allows students to understand the experiences of every affected by that event.

Teaching the different viewpoints of history respects the diverse backgrounds of the students within the class and can help make the history more relatable to them.

For example, when teaching about the American Civil War, educators could include how it affected African Americans, women, the soldiers, or even the Native Americans.

Creating an assignment where each student, or group of students, is required to research a different group affected would not only show them how many cultures were truly affected, but would also teach them about how and encourage them to dive deeper into who truly was affected.

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Incorporating diverse cultural perspectives into art is a great way to celebrate diversities as well as include student backgrounds.

Incorporating diverse cultural backgrounds into art means more than incorporating images or stereotypical ideals, it means showcasing "authentic representations that respect the histories and significance behind each art form" (Cross, 2025). It means teaching the significance behind each art piece.

Encouraging students to pick some form of cultural art (African masks, Egyptian hieroglyphics, sculptures, architecture, etc.) and then having them research the importance, and even encouraging them to create a replica. This can help students appreciate the differences in art and the reasons behind it within the cultures.

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Equitable education means that we can no longer rely solely on the traditional assessments as the only means of gauging knowledge. "For assessments to be culturally responsive [...], they must be able to account for differences in students' cultural identities" (Regional Educational Laboratory Pacific, n.d.). This means the assessments need to allow the students to show their knowledge in different ways, making the assessments equitable.

Using projects, observations, and even self-assessments can give educators a more equitable assessment of students of different backgrounds and abilities.

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By adapting teaching methods, materials, and assessments to meet the different needs and learning styles of students educators are creating an inclusive and equitable space for everyone. Some students may work better with visual directions, some with audio, some excel with hands-on activities, group work, or individual time. Each child learns different, so allowing them to learn in the way that is best for them is the ticket to success.

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Building Relationships and Incorporating Student Cultures & Families

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Building Relationships and Incorporating Student Cultures & Families

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Teachers should start each year by learning about their students. Learning not only about their likes and dislikes, but their cultural and linguistic backgrounds as well.

Educators could include activities throughout the day that are "getting to know you" activities. Celebrating important cultural events throughout the year, encouraging student to research different aspects of different cultures. Collaborative work between peers allows for diverse thoughts to be share and for each student to work together with open minds.

Involving students and their families in their education "offers numerous benefits, enhancing students' academic success and well-being" (Ashrafova, 2024). Engaging families allows for more authentic experiences that can be incorporated, it also allows the families to feel as part of the community, allows for regular communication and involvement.

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multicultural student and family school involvement

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Culturally responsive teaching utilizes the students cultural backgrounds to assist with the learning process. It creates a sense of respect and value which leads to a sense of belonging within the classroom. CRT also allows students to "see their cultures reflected in the curriculum" (Ashrafova, 2024) it makes learning more relevant for them and encourages engagement.

By encouraging students to share about their cultures, choosing diverse teaching materials, reading culturally diverse books, integrating current world issues, and learning about each student educators can create an environment that is inclusive and equitable.

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Celebrating diversity allows educators to enhance student understanding of their peers while also creating a sense of respect and inclusion for the child who's culture is being celebrated. Some ways that educators can do this is:

·         Including children who celebrate Hanukkah instead of Christmas

·         Chinese New Year

·         Multicultural day- where students bring something that represents their culture

Each of these ideas creates a sense of community, a sense of respect for individuality and inclusion.

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Creating classroom rules/norms with students creates expectations for the classroom community. It sets the standard that prioritizes respect for everyone in the room. Rules such as "be a good listening" or "respect everyone's ideas" or even something as simple as "choose kind words" can help children learn that everyone deserves respect regardless of their background or belief.

Creating this list with the students allows them to add in what they feel is important to them as well creating that sense of inclusivity.

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The goal of inclusive language practices is to communicate with all students in a way that respects their individual identities and cultural expressions.

·         The first and most important way that an educator can show respect to a student is by making sure they learn how to properly pronounce their name.

·         Being mindful of terms that are used to describe different cultures and groups to not offend anyone.

·         Avoiding stereotypes

·         Using gender-neutral language allows educators to make sure they are not excluding anyone as an individual

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Creating a space that is visually and functionally diverse and celebrates each child's background is a great way to create an inclusive space.

·         By showcasing artwork, maps, or other education posters around the classroom, an educator can display different cultures and languages that may relate to classmates.

·         Including books and other materials into the curriculum creates a sense of inclusion in the education they are receiving.

·         Arranging desks in a circle or small groups allows for collaboration of different students.

·         Ensuring there are accessible materials around the classroom for students with different abilities (physical, sensory, or learning needs). This allows easy access to an equitable education.

·         Multilingual signs also help students feel connected and bridge the language barrier.

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Parent and family workshops are a great way to organize a space where parents can learn strategies to help them help their child, a way to connect school and home, share experiences, and build partnerships and resources. Some topics that could be included in these workshops are:

·         Navigating the educational system

·         Local resources available

·         Bilingual development tools

·         How to support your child

·         Understanding diverse backgrounds

Creating the opportunity for families to come together, discuss, and learn is a great way to enhance understanding, build trust, and promote inclusivity.

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Celebrating cultural events creates opportunities for cultural exchange. These opportunities can foster a sense of pride in the students, family and community, can educate others, and create an inclusive community.

Celebrating special cultural holidays not only educates the community on holidays that affect their members, but it also shows students and their families that they are important, respected, and equal to everyone else.

Some other ways families and communities could be involved in cultural events could be:

·         Cultural fairs

·         Multicultural (or international) night

·         Cultural holidays

·         Cultural/heritage showcases

Opening these events up to the community brings everyone together and shows that each person is as important as the next.

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Creating projects that are community-based connects students to their community (local businesses, organizations, etc.). By creating this connection we are strengthening the bond between the real world and education. It also creates a sense of appreciation for the world around them, their community members, and themselves.

If a local community has diverse cultural organizations they could work with students to learn more about their traditions, attire, and history. This not only connects the students with the community on a deeper level, but allows all students to learn through different perspectives.

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Mentorships can be a powerful bridge between schools, families, and the community. They create relationships, cultural exchange, and student growth. By connecting students with mentors from diverse backgrounds (cultural, linguistic, or even professional) it allows them to learn through a different viewpoint. Mentors can help students learn how backgrounds influence careers through personal experiences.

Pairing a student with a person of similar belief, language, or background allows the student to bond with someone who may have similar experiences. It also allows them to see the success, and pride in what they can accomplish.

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Ashrafova, Ilaha. (2024). Culturally Responsive Teaching: Strategies for Promoting Inclusivity in the Classroom. Global Spectrum of Research and Humanities, 1(1). 10.69760/2wbtm276.

Cross, D. (2025, September 25). Culturally Responsive Teaching in the Art Room. Cornford and Cross. https://cornfordandcross.com/art-education-methods/cultural-diversity-art-ed/

Howe, W. A., & Lisi, P. L. (2024). Becoming a multicultural educator: developing awareness, gaining skills, and taking action (4th ed.). SAGE Publications, Inc.

Regional Educational Laboratory Pacific. (n.d.). Culturally responsive assessment: Goals, challenges, and implications. Institute of Education Sciences. https://ies.ed.gov/rel-pacific/2025/01/infographic-30#:~:text=To%20create%20equitable%20classrooms%2C%20teachers%20and%20schools%20must,as%20part%20of%20a%20balanced%20system%20of%20assessments.