# data[].attributes.body
How can we support students with limited school friendships to feel a sense of belonging in all spaces of our school?

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How are students (SWANS Students with additional needs) who are not meeting the standard expectations of the grade experiencing the classroom environment ? What would make them feel a part of the community  and recognized for what gifts they have ?

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TAs are often not valued as highly as foreign hired teachers due to perceptions of their education,skills  and skin color. What would it look like for the whole school community (parents, teachers, students) fully value the expertise of TAs? 

# data[].attributes.subject
TAs are often not valued as highly as foreign hired teachers due to perceptions of their education,skills  and skin color. What would it look like for the whole school community (parents, teachers, students) fully value the expertise of TAs? 

# data[].attributes.headline
How do we shift our focus on student behaviour, as a school, to the underlying struggles that are causing the behaviours so that students can feel a greater sense of support and belonging that enable them to regulate?

# data[].attributes.subject
How do we shift our focus on student behaviour, as a school, to the underlying struggles that are causing the behaviours so that students can feel a greater sense of support and belonging that enable them to regulate?

# data[].attributes.body
How are middle school students who are neurodiverse experiencing their learning in school? What would it look like to co-design inclusive units within departments?

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How can we find out more about the experience of students who process information differently so that the classroom space is a place where they belong.

# data[].attributes.body
Our students who have difficulty accessing the School’s mainstream curriculum (students with learning disabilities / English as new language learners) are not yet experiencing sense of belonging in our classrooms.

How do we help our teachers to provide meaningful and more inclusive learning experiences?

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In what ways do local staff feel disenfranchised and how to create safe spaces to open this conversation without fear of retribution?

How can the community come together to ensure local staff feel valued for their contribution in the school community?

How do local staff get access to professional development?

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How are students with executive functioning difficulties navigating through transitions from one class or lesson to another? What are they experiencing? What do they need to prepare and have personal success in getting and being ready for the next space?

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Many students with additional learning needs appear overloaded with high school academic content.  How can we identify what aspects of their classroom experience are not working for them, and what would be their ‘wish list’ for change in classroom practice?

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Let’s learn about how neurodivergence presents differently in girls and women than with boys and men.

Jon Springer

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How are students who are neurodiverse experiencing the school environment: recess, lunch, specials, push-in subjects - do they feel a sense of belonging?

What would it look like to decenter our ways of being and co-design a school approach where neurodiverse students feel they belong.

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How are our local staff experiencing the adult culture at the school? What might be an equitable and nurturing approach to belonging and capacity building?

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What is the experience of our neurodivergent students in navigating the demands of their classes and peer relationships? How do they define success? How can we use their experiences to help define our approaches to teaching and coaching to help them experience greater success academically and socially?

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How are LGBTQ+ students experiencing our school spaces outside of lessons and in less structured times? How can we adapt our spaces and practices to build a greater sense of safety belonging for these students?

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How might we shift the experience for some Vietnamese families and support them in feeling more engaged to benefit their children’s experience of being connected members of our learning community?

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How are we creating opportunities for neurodiverse students to feel represented and successful in the classroom?

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Our students receiving support are currently having different experiences while receiving support.

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Our students receiving support are currently having different experiences while receiving support.

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How can we ensure all students receiving support services have a similar experience while working on their specific learning/behavioral needs?

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How are students who are neurodiverse experiencing our learning activities?  What would it look like to decenter our ways of being and co-design an approach to planning learning activities?

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Responsible Inclusive Practices for STEP ( Student Transition Education Program)

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Responsible Inclusive Practices for STEP ( Student Transition Education Program)

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Students with STEP services have been identified as needing an Educational Assistant to provide 1:1 services.

How can ICS educators enhance responsible inclusive learning opportunities for students with STEP services?

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How are families with exceptional needs children experiencing the international school application process?

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What do Grade 5 (SEN) students with modified curriculum, want to experience during their middle school transition? How do we make the middle school a place they feel they belong and are safe? 

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What do Grade 5 (SEN) students with modified curriculum, want to experience during their middle school transition? How do we make the middle school a place they feel they belong and are safe? 

# data[].attributes.headline
Support for students with Learning difficulties : Lanna International School (Rebekah)

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Support for students with Learning difficulties : Lanna International School (Rebekah)

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Students with learning difficulties are not experiencing a sense of belonging or safety in classrooms that allow them to take risks, have time to ask for clarification or extra time for over learning content. How do we shift classrooms from spaces of high expectations with rigid timelines to dynamic inclusive environments of learning?

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How do we shift classroom instruction in math to meet the needs of students who do not/cannot access instruction and tutoring outside of school hours.

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How are students on scholarship (some also with learning difficulties) experiencing their social interactions with their peers who are from economically different backgrounds than them? What are the activities they feel comfortable doing with their peers and what are situations that make them feel marginalized?

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Students with limited (English) language skills - Jenny, Stonehill International School, Bangalore, India

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Students with limited (English) language skills - Jenny, Stonehill International School, Bangalore, India

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How do students with limited language skills (EAL, students with special needs) do inquiry (inquiry cycle)? How can we adapt/modify/plan our learning experiences to have our students do inquiry successfully?

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How can we support teachers in recognising their racial/cultural biases and the impact they have on students of colour?

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How can we support teachers in recognising their racial/cultural biases and the impact they have on students of colour?

# data[].attributes.body
How can we adapt our school practices to build an ESL Pull-out Program that is tailored to the ESL student's specifc needs.

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Our school has a predominantly local community. How do TAL students experience a sense of belonging within our school?

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How are local academic staff experiencing day-to-day life at BSM? To what extent do they feel valued (in terms of culture, finances, opportunities etc.)? What changes need to be made to move towards equity for and empower these members of our community?

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Many of our male English Language Learners are feeling excluded from the classroom community. What is the experience of our male English Language Learners and how  can we create classroom environments that allows them to thrive?