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When you matter, you feel at home. It feels familiar, there is someone you can connect with, and can feel free from judgement.

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I believe they are related because when students feel seen or feel as if they matter, it supports in creating a positive school culture. That isn't to say there won't be disagreements or pushes, but ultimately students will understand that the choices and decisions are made from a place of love. Additionally, when staff feel seen and as if they matter, they are willing to do the "hard or challenging" things because they know they are supported and a part of a bigger picture.

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When you feel welcomed and at home in school, mistakes not punished as failures, but they are seen as opportunities to learn and grow for scholars.

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When you feel welcomed and at home in school, mistakes not punished as failures, but they are seen as opportunities to learn and grow for scholars.

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Homeplace is where you can be yourself and you are accepted by the community. It is related to mattering because when people are "seen" and loved they are treated as though they are "seen" and loved.

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One aspect of "Homeplace" to me is the trust that others have context re: who you are, so you can share with others all throughout the learning process, including your challenges (as opposed to only sharing "polished" outcomes)

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The two are related because when relationships and interactions are characterized by openness, trust, respect, and appreciation, then schools become a safe home for scholars to succeed.

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The two are related because when relationships and interactions are characterized by openness, trust, respect, and appreciation, then schools become a safe home for scholars to succeed.

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We can talk about homeplace but how are we going to make it live in all of our systems? When we check scholars behaviors how are we demonstrating homeplace, when we are grading how are we demonstrating homeplace? We should be thinking of this concept in how we greet students in the morning, during advisory times and relationships with advisors, during community circles or ANY time when students are grouped together including online instruction. We know that we have achieved this when students can articulate that they feel like they belong. The only way to do this well is to do it intentionally.

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A positive school culture feels like home. Scholars feel safe, connected, and welcomed.

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How are we intentionally including student, family, and community voice when creating the home place? What is "home" for me may not mean the same for you.

It is important to shift the mindset that culture lives with 1-2 roles or in an office. We are all Culture Carriers. How should we do this?

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As a common trend many of us mentioned feelings of trust, being free of judgement, and indviduality.

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When people allow you to fail and stumble along the journey--while still holding the belief that you WILL get to the other side and be better for it--it feels like you matter, and like others are invested in your growth and well being.

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Love/homeplace should go hand in hand with systems and policies that uplift them.

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At this stage in their lives they want to feel validated, accepted, loved but tend to push against the very rules and regulations that they crave. They are looking for consistency and people who are reliable as they struggle to find out who they are and who they want to be. They want to know that what ever they choose that they will still be loved and accepted by those same people.

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I expect to see a variety of emotions: sometimes meeting the expectations or following guidelines, challenging the expectations, asking why, examining what occurs within their friend groups compared to themselves or others. I expect that the above choices are based on whether their desire to be accepted is by their peers or the adults. I expect that the more consistent the adults and systems are the more likely scholars are to meet expectations or understand the why even when it's not something they particularly care for.

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I see this as a phase a transitional of growth and development between childhood and adulthood. Like a caterpillar transitioning into a butterfly. During this transitional stage, I expect to see my scholars motivated by the feeling of having choices, of belonging, and of success. And running a dictatorship will get us no where. They need to know their voice is heard so they can fly.

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I see this as a phase a transitional of growth and development between childhood and adulthood. Like a caterpillar transitioning into a butterfly. During this transitional stage, I expect to see my scholars motivated by the feeling of having choices, of belonging, and of success. And running a dictatorship will get us no where. They need to know their voice is heard so they can fly.

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Students want to know that "your yes is yes and your no is no". Consistency is important. Transparency, collectively creating expectations, and explaining the why is important. It is important to guide students to make decisions based on integrity.

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Students at this page push, test, and question many boundaries they are presented with as a way to learn the limits of promises, moral imperatives, trust, etc. By debriefing and discussing with adults who are invested in their growth and learning, students learn the nuances of their morals, obligations/promises to others, etc. by doing.