-Marycruz Loria

I will be more intentional about ensuring that the physical and emotional environment reflects inclusivity. Classroom visuals, displays, and materials will represent the diverse identities and backgrounds of all students. I will also incorporate student voice into classroom design and decision-making, giving students more ownership and agency in shaping their learning space.

I plan to strengthen my connections with students by dedicating time for check-ins and relationship-building activities. I will strive to ensure that every student feels noticed and cared for by at least one adult in the school. I also want to cultivate peer relationships through collaborative learning structures and restorative conversations that promote empathy and understanding.

The article reinforced my belief that belonging is essential for every student's academic and emotional success. It reminded me that strong, caring relationships with adults are the most powerful factor in helping students feel connected to school. It also reinforced my belief that that belonging must be intentionally built and measured. It should not be left to chance. I see belonging as a schoolwide responsibility that includes impartial structures, inclusive curriculum and support for all students as well as educators.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

After reading the article, I plan to continue to make belonging a priority in my classroom and school. I will continue to create consistent and predictable routines like daily greetings and check-ins that show student they are seen and valued. I will also continue to create safe and predictable classroom routines that help students by providing them with a sense of security and by reducing anxiety. I believe that this will lead to greater focus on learning. I also believe that these routines will foster independence and self regulation even with my little kindergarteners. All of these predictable routines help improve behavior by having clear expectations and by minimizing disruptions and allowing for more effective transitions between activities. I will continue to include student voice in classroom decisions and will continue to incorporate identity affirming lessons that reflect their cultures and experiences. I will also collaborate with colleagues to build a culture where everyone feels supported. I think that by focusing on relationships, student input and inclusivity, I can help create a school environment where every student feels they matter and belong.

This article informs the changes that I will make to my environment, interactions with students, and professional practice to increase belonging because I will be aware of the rise in anxiety, depression, hospitalization, and chronic absenteeism, and how it directly impacts our nation’s prospects. It is my duty to foster a sense of belonging among all students.

I will provide personal recognition and emotional support. I will also help create a positive school climate, classroom content, routines, curricula, positive peer interactions. and experiences. I know that this will lead to future success and good mental health.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?
Going forward, I will make a more conscious effort to build consistent, trusting relationships with students not just those who seek connection, but especially those who may seem withdrawn or disconnected. I plan to implement regular check-ins, build more inclusive curriculum materials, and create space for student voice through feedback and reflection. Professionally, I want to advocate for practices and policies that prioritize student mental health and emotional safety. I also recognize the importance of working collaboratively with staff to create a school-wide culture of belonging that extends beyond individual classrooms.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?
Going forward, I will make a more conscious effort to build consistent, trusting relationships with students not just those who seek connection, but especially those who may seem withdrawn or disconnected. I plan to implement regular check-ins, build more inclusive curriculum materials, and create space for student voice through feedback and reflection. Professionally, I want to advocate for practices and policies that prioritize student mental health and emotional safety. I also recognize the importance of working collaboratively with staff to create a school-wide culture of belonging that extends beyond individual classrooms.

2. How does this article inform changes you will make in your environment, interactions with students, and professional practice to increase student belonging?
This article opened my eyes to how belonging affects students’ learning and well-being. It made me want to be more intentional about creating a classroom where every student feels seen and valued. I plan to listen more to students’ voices, greet them warmly each day, and notice when someone seems disconnected. I also want to bring in more materials and discussions that reflect who they are and where they come from. Overall, it reminded me that belonging starts with small, genuine connections that show students they matter.

This article reinforces the need and necessity of creating the sense of belonging in my classroom. Spending the extra time to create the classroom community, having check-ins, and playing name games; all these activities are as important as learning curriculum content. As the article states, students will be better learners if they feel connected to their peers as well connected to their teacher “adult in the room”. I know personally how it feels as a student to not belong and I NEVER would want any of my students to feel that way. I try to give many opportunities to have the students share about themselves in share circles, do partner games, as well as share about myself to help build that self of connectedness and that what they have to share is important. 

 2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging? Remember, to complete this task, you will need to comment on two other candidates' responses.

I recently got two new students in my classroom. This article reminds me that I need to reinforce that sense of belonging again and more often so my new students feel part of the class and that they belong. I need to understand not everything will get done on my agenda, but their sense of belonging is more important to create again. I have monthly family projects where they get to work on a creative craft with their family and share what they did in front of the class. I also do share circles to share about their weekends and random fun this or that shares. I am also starting student self check-in after we create a collage of each emotion to help me check on students and help them be more aware of their feelings. 

1) How does this article change or reinforce your approach to fostering belonging in your school environment?

Reading “A Crisis of Student Belonging” strongly reinforces the importance of work I’ve already been trying to do—centering relationships, inclusion, and student voice in my classroom, but it also deepens my understanding of why these efforts matter and the urgency behind them. The article makes it clear that belonging isn't a “nice to have” — it’s foundational to student success, mental health, and long-term outcomes.

It challenges me to think more critically about the systemic factors that may unintentionally undermine belonging, such as curriculum choices, disciplinary policies, or classroom norms that don’t reflect the diverse experiences of our students. It also underscores the importance of making belonging measurable—not just assumed. I now realize the need to go beyond well-meaning practices and build structures that make belonging a consistent, classroom priority.

2) How does the article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

This article has inspired several clear, actionable changes I plan to make:

Environment

• I will audit classroom and school visuals, curriculum, and materials to ensure they reflect the cultural and linguistic identities of all students. Students should see themselves represented—not just during heritage months, but woven into the everyday experience.

• I’ll advocate for spaces that foster peer connections, such as advisory groups or mentorship programs that give students consistent support from adults and peers.

Interactions with Students

• I’ll be more intentional about learning each student’s story—not just their academic profile. I plan to start the year with “get to know you” check-ins and build time for students to share parts of their identities in ways that feel safe and empowering.

• I will also listen more and talk less, especially with students who have historically felt disconnected from school. Their feedback can guide real change.

Professional Practice

• I’ll work with colleagues to collect and reflect on student feedback related to belonging—possibly through short surveys or focus groups—and use that data to guide improvements.

• I’ll push for professional development around culturally responsive teaching and trauma-informed practices, so that all staff can become more equipped to support diverse learners emotionally as well as academically.

• Finally, I’ll advocate for reviewing disciplinary practices to ensure we’re not using policies that exclude or punish students disproportionately, especially those from marginalized backgrounds.

Furthermore, the article makes be feel encouraged to spread this valuable information regarding student connectedness and school climate. I'm not sure everyone at my work site understand the research-supported significance of relationship building with students.

In terms of changes, I will continue to work on the physical environment of my office to be study it is inviting and comforting to students of all backgrounds.

I will continue to devote time and energy to building and maintaining relationships with students--seeing as the research connects this with so many desired outcomes.

With regard to my professional practice, I think the most significant work is in spreading the knowledge of the research supported results of T-SEL and student connectedness with schools. I think we as educators sometimes feel guilty about the time spent fostering student relationships at the expense of other work we may perceive as more valuable, but in fact the relationship and community building activities are part of achieving the outcomes we all want.

The changes that the article introduced me to was the idea that I need to do daily, weekly, and monthly check in's with my 6th graders. I also need to be mindful that the students need guidance on what SEL is and how to use the tools of SEL with intention. I want to provide my students with the necessary steps needed to ensure that we build relationships as a class that will allow those relationships to create a more nurturing and effective learning environment.

Now, how much does the school build a sense of belonging and value? I think we can do better. We recognize accomplishments, but it is not made into a great highlight. My students have told me "its just a paper". We need to celebrate more. Make the students feel proud knowing that their work drove this celebration. As the article stated "...initiating processes that reinforce positive outcomes." Our students need a reason to meet their iReady goals, do well on IABs, FIABs, etc. I believe if they have a reason of why, it builds a sense of belonging. There is more to be done at my school to help students feel that their belonging should be central to all we do in education.

The article “A Crisis of Student Belonging” reinforced my belief that belonging is foundational to learning, not just a byproduct of good teaching. I already make it a priority to build strong, respectful relationships with my students, but this article reminded me how deeply those relationships affect academic engagement and emotional well-being. For example, in my robotics and PLTW classes, I intentionally pair students from different friend groups to encourage collaboration and inclusivity. During team challenges, I rotate leadership roles so every student, especially quieter ones, gets the opportunity to contribute and feel valued. The article’s emphasis on how adult support outweighs even peer support made me reflect on how my words, tone, and recognition can help students feel truly seen. I now plan to start each week with short community-building reflections or “check-ins” to strengthen that sense of connection.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

This article highlighted that belonging must be intentionally measured, cultivated, and embedded into every aspect of the school environment. One change I plan to make is to incorporate student voice surveys once per quarter to understand better how connected my students feel to our classroom community. Based on the article’s suggestion to create structures for relationship building, I will also integrate small-group advisory-style discussions during science labs or project workspaces, where students can openly share ideas, experiences, and challenges.

In terms of instruction, I plan to expand culturally relevant curriculum connections by using real-world STEM examples that reflect my students’ backgrounds and communities. For instance, when we study environmental science, I will have students research local sustainability issues or design solutions for problems that affect Los Angeles neighborhoods. These connections make learning more meaningful and affirm students’ identities.

Professionally, I will continue collaborating with colleagues to share strategies that promote inclusion and teacher well-being, as the article reminded me that educator wellness directly affects student belonging. By focusing on relationship-centered teaching, reflective practice, and inclusive curriculum, I can help ensure every student in my classroom feels valued, capable, and connected.

With that said, all I can do is be the change I wish to see in the world. All I can do is embody the Golden Rule. I think truly think that one person can make a difference and that it is my responsibility to be that difference.

1) How does this article change or reinforce your approach to fostering belonging in your school environment?

The article reinforce my belief that belonging is imperative in student learning, success in school and society. I remember my teachers, the ones that made me feel welcome and cared for, and how exciting it was to be in their class. Then, I also remember the teachers that weren't welcoming or approachable, and how I dreaded going to their class. I want ALL of my students to feel valued, appreciated, and seen. I foster this sense of belonging by greeting students as they enter the classroom. I play music from a student-created playlist, and one of the warm-up questions is about how they are doing. I pair students with different classmates when doing group work. I want to continue to foster that sense of belonging.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

I will continue to make my classroom inviting, work on improving my interactions with ALL students, make sure that I intentionally check-in with the quiet and shy students, and do SEL activities more often. I will share with my colleagues the importance of TSEL, and how student belonging affect their academic performance and behavior.

This connection is beneficial not only to the students, but adults and educators as well. In addition, as mentioned in the article, this connection is a fundamental human need and is essential to creating and fostering meaningful relationships that will also impact their future lives.

This article informed the changes I will make in my school environment and the interation I have with students by reinforcing the importance of this connection. I need to be mindful of this daily and understand how empowering this connection is not just for our students, but for our own well-being as well.

We need to remind ourselves that learning is both social and emotional, and we can not expect our students to come to school ready to learn if they do not feel connected in the process.

As a District we constantly focus on attendance and Chronic Absenteeism. This article made me think of it in a different way. When students are not wanting to come to school, I can check in with them and see if they are feeling a lack of belonging. I will also continue to scan the playground at recess and lunch to look for students who are alone. I will think of ways to help them bond with others in a low stress, natural way. I'm thinking of a lunch club or something like that.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

Building on my last comment, I will be more proactive about creating opportunities for students to bond with each other. That has always been important to me, but I see it more urgently than I did before I started this program. I see lack of belonging as a gateway to a multitude of unfortunate yet sometime avoidable outcomes.

2) This article informs changes that I can and have been making to my environment. My school has a number of programs that promote students' achievements, not only in academics, but also in civic activities and sports. We have the BSAP where black students are exposed to their history of excellence and achievements. We have periodic rallies in grade level, and intra-class competitions in silly games, ASB youtube presentations of happenings at school, mental health clubs, and other academic and special interest clubs to encourage interactions between students. In the classrooms, teachers incorporate SEL learning into their content areas to increase student sense of belonging, of identity, of joy, and of wellbeing. I try to get involved in special events promoting autism awareness, suicide prevention, safe school positive behavioral intervention, etc. I do not have a classroom, but I make myself approachable.

1) This article reinforces the importance of intentionally building connections with students. I 'm reminded that belonging is not just about mastering content, but also about really knowing our students. Really making them feel seen, valued, and capable of achieving. I in m environment of intervention plan to continue to prioritize positive relationships with m students, celebrate their progress no matter the size, and use their strengths as entry points for their learning. I also want continue encourage with kind words, aid in planning short term & long term goals and highlight the power of the word YET in their progress.

2) I will create a more inclusive math space by incorporating collaborative problem solving, provide more voice and choice in their learning activities, and make affirmations in their math identities. I believe that genuine daily interaction with them with what ever is on their mind that day, showing interest and a listening set of ears helps build that connection and trust, that leads them to feeling belonging to you and their classroom (Home) as I tell them : This is our HOME not our classroom.

Reading the stats on suicide really scared me and saddened me. I didn't know it was this high. Belonging in my classroom has always been a priority for me. I make sure from the beginning of the school year to inform my students about how we are a FAMILY! I talk to them about the hours we spend each time together and reinforce different ways on how we can help each other when we have not so good days. I teach at an elementary level and I know that students are more willing to listen and try the strategies you implement in the classroom but I wonder if in middle school and high school teachers take the time to connect. Knowing that so many teachers in this cohort are upper grade will certainly change the narrative and hope that this will ignite others to follow.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

I truly care about my students and I make sure I tell them. This is the first step. They hear this often and I also make sure my actions match. Just like how I want them to be kind, I model kindness and listening. I reinforce the fact that everyone is important in our classroom and they will be heard. I also have signs like the picture above as reminders. I know there is so much more I can do and I am learning and implementing what I learn. My goal is that if my students are asked if their teacher loves them, they will all respond that I do.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging? - BI will continue to keep an accepting and respectful relationship with my students to make them feel valued and safe. I would also like to be positive when a student with chronic absenteeism returns to my school since that is a sign of a student belonging in crisis. Additionally, I will continue not to segregate my students when it comes to seating and make sure not to mix my students with disabilities, English learners, and students of color. I will also continue to have high expectations and respectful routines in my classroom, as the article supports that these are essential to creating a sense of belonding.

After reading, I plan to be more deliberate in creating opportunities for students to express who they are and how they learn best. I want to incorporate more student-led activities, where learners collaborate and share personal experiences in both languages. Additionally, I will reflect on my classroom spaces and routines, such as morning meetings or check-ins, to ensure that all students feel emotionally safe and connected. Professionally, I will also prioritize conversations with colleagues around equitable practices that promote belonging for all students, especially multilingual learners.

The article talks about the importance of belonging to a school community. I feel that this is critical to have students believe in themselves and care about other around them. If students are willing to sacrifice their time and effort to improve their environment, students are no longer seeking only to get out of a situation but improve their situation. I try to build a community where students can see that their actions and behaviors matter to those around them and that they are important. Their presents matters, their actions matters, their work matters, to more then the teacher but to their peers in understanding materials and concepts explored in class.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

After reading the negative effects of student isolation and the power of teacher involvement in student's lives, I want to double down on making my class a positive experience for students. I am reminded of a coleague who reminded me of the 4 to 1 rule. Four positive interactions for every negative. If a student go through their entire day and ALL experiences with adults are negative on campus why would they care? Why would they want to belong?

I teach TK, so I am especially interested in learning how to foster a sense of belonging in very young children. The article notes that “[b]elonging is a lifelong need, varying within each developmental stage. Young children rely heavily on teacher support to develop social skills essential for life” (p. 3). This reinforces my belief that as a teacher, I carry a tremendous responsibility to help my 4- and 5-year-old students build these foundational social skills. When children develop a sense of belonging early on, they gain the emotional tools to navigate school, friendships, and life’s challenges with resilience and confidence.

By nurturing belonging at this critical stage, I can help set the stage for long-term well-being and potentially reduce risks later in life, such as anxiety, depression, substance abuse, or aggression. This work feels deeply meaningful to me; in fact, it is some of the most important and impactful work a person can do. Each day in my classroom, my goal is to ensure every child feels truly seen and valued, that their needs and interests matter, and that they are safe and supported. When children receive consistent love, encouragement, and understanding, they grow in self-efficacy, happiness, self-esteem, and motivation. They also develop the confidence to express their identity and naturally begin to demonstrate empathy, integrity, and a genuine sense of belonging.

Here is the next question:

2. How does this article inform changes you'll make to your environment interactions with student students, and professional practice to increase student belonging? 

I am human, so I admit that the constant whiners, tattletalers, Band-Aid-seekers, spinners, “I don’t wanna”s, and the occasional lazybones can sometimes test my patience, especially when all 18 of my students display some version of those behaviors daily. Intellectually, I know these actions are developmentally appropriate for 4- and 5-year-olds, and outwardly, I strive to remain calm and understanding. Inwardly, though, I sometimes just need a moment to breathe.

This article reminds me that I need to shift my mindset. Like any goal worth pursuing, fostering belonging – especially for the children who challenge me most – requires deliberate effort and reflection. The reward for that effort is profound: the transformation of a child’s sense of self-worth and connection. Moving forward, I plan to intentionally spend more one-on-one time in positive, affirming interactions, particularly with the students who tend to push my buttons.

Fortunately, TK is a grade level that embraces social-emotional learning as a central focus. When the provided curriculum tools fall short, I will continue seeking out additional strategies like games, activities, songs, and mindfulness practices which can better support my students’ emotional growth. I will also draw from professional development opportunities, collaborate with colleagues, and build stronger relationships with families. Above all, I will keep practicing patience, empathy, and grace – qualities that create the foundation for true belonging in every child.

I am currently a 7th grade teacher, this is my first time teaching middle schoolers / teenagers and the past few months I've further internalized the importance of fostering belonging. Coming into middle school I reflected on my middle school experience and held conversations with my middle school sister to be reminded how stressful middle school is, how high stakes every activity seems and how lonely one can feel; making it hard to find an anchor or motivator that keeps you wanting to go to school. This article solidified my understanding and my intentions in fostering belonging in my classroom. I decided to open my classroom's door during Monday's, Thursday's and Friday's lunch time; allowing students to draw, work, eat and chat in hopes of helping students make friends, find a safe place, or not feel lonely. Day after day I see students who were lonely the first days of school branch out and make friends, I've seen same grade peers click over same interests, students who felt overwhelmed by the noise and crowd outside find serenity, and have held conversations with students who had felt unheard. Students have claimed my classroom as theirs (regardless of being my students) following my expectations and helping regulate one another.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

Yet, opening my classroom door for all does not fix it all. The crisis of students belonging is greatly impacted by societal stigmas and stereotypes; promoting hate and discrimination among peers. Sparking dilemas, conflicts and hostility among students. Situations that require counselor or trusted adult intervention, but like the article stated, many of the times adults' case load is overflowing, inevitably some students will slip and not receive help the best way possible. Trusted adults are over worked with the endless to do list causing us to probably not listen to the best of our abilities; all hurting our students who yern the sense of belonging. This article further informs the desperate need for useful professional developments and sensical workload distribution.

This article reinforced the importance of building relationships with students so that they understand that we, as teachers, care about them. We need to take the time to get to know our students and the unique qualities that each of them hold. These strong and healthy relationships build student belonging. When teachers foster student belonging, students are more willing to learn from them. Furthermore, student belonging needs to be cultivated at a school-wide level and be the collective responsibility of all adults.

One of the things that stood out to me was the emphasis on teacher well-being. Oftentimes, teachers are fatigued with the workload and provided with minimal resources/support. Yet, we strive to build belonging within our students when we oftentimes do not feel it ourselves.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

I'd like to say that I have good interactions with my students. I often have students coming into my class before school, during break, at lunch, and after school to come talk to me, including students who are not even mine. I have kids who have opened up to me about situations that they are struggling to deal with. I validate feelings and offer guidance the best way I can. Sometimes they just need to know that there is an adult in their life that will listen. However, there are a few students (in one specific class) who I struggle to connect with. The attitudes and disinterest that these middle schoolers express makes it difficult for me to build a connection with them. Nonetheless, it is something that I will continuously work on.

This article reinforced my approach to fostering belonging in the article by helping me realize that building strong, consistent relationships with students is not just beneficial, it’s essential for their academic and emotional success. By being a supportive teacher, my students will trust me more and we will be one beautiful big family.

How does this article inform changes you will make in your environment, interactions with students, and professional practice to increase student belonging.

This article informed me about the importance of creating a classroom environment where students feel safe, valued, and heard. I plan to improve my environment by creating routines and a welcoming space. In my interactions with students, I will continue building small but meaningful connections such as greeting them by name, celebrating their progress, and incorporating their interests into lessons to strengthen their sense of belonging. Professionally, I will reflect regularly on my practices and seek feedback to ensure I’m fostering inclusion and belonging for all my students.

It also expands my understanding that belonging goes beyond classroom climate—it includes structures, relationships, and ongoing feedback. The article reminds me to check in with students regularly, gather input about how connected they feel, and pay attention to groups who may feel marginalized. This perspective encourages me to be more intentional in designing activities and relationships that help all students feel safe and valued in my class.

2. How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?
This article motivates me to strengthen my classroom environment by creating more consistent opportunities for connection and reflection. I plan to introduce short “belonging check-ins,” display more student work that represents diverse identities, and co-create class agreements that promote respect and inclusion. These strategies align with the article’s emphasis on identity-affirming curriculum and supportive relationships as key to belonging.

Professionally, I will make it a habit to seek student feedback and use it to adjust my teaching practices. I’ll continue integrating culturally relevant design projects— like identity posters or community-based designs—that connect students’ personal experiences to their creative work. By combining relationship-building, student voice, and meaningful content, I can help ensure that every student feels valued and connected in my Graphic Design class and in the student clubs I handle.

This article reinforces my approach to fostering belonging in the school environment but I feel our school can do more. The article stresses the importance of students feeling valued by their school and teacher. I try to establish this in my classroom by building a culturally and enriching classroom community, celebrating the different cultures that help shape who they are. SEL lessons help build that with my students. An activity they enjoy doing during advisory is 'The Big Wind Blows'. This activity allows fo movement but also gives them an opportunity to really know their peers. Sometimes the students want to lead the activity and I encourage that and they love it.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

This article really had me look at what ways I could do more outside my classroom than inside. Our school is adding more clubs during lunch on other days besides Fridays and I think teachers could do more at our school. We celebrated National Coming Out Day by having posters made throughout the week and had a sprit day on Friday by wearing rainbow colors, tie-dyes, etc. It was great seeing students signing a huge poster with positive affirmations and teachers signed it as well. There was bubble blowing and dancing. It was really nice to see the students having fun. I think our school needs more days like that, just random days to have dance-offs and seeing staff participate in these activities with the students. I'm on our school site council and I was encouraging ur council that we need to invite members of our community to our meetings. I feel it's important for our students to know that they have a community who supports them, looks out for them, develop those relationships to build a sense of belonging.

This article reinforces my approach to making sure my students have a classroom where they feel safe, seen and heard. Teacher and student relationships are key to implementing a safe learning environment. By doing this, we need to address students needs and subjective experiences at school and turn them into a positive learning experience. Belonging and connectedness is essential for student belonging and success. We create this through student voice, integration, sharing experiences and importantly through Culturally and linguistically responsive teaching and learning. This approach honors the diverse cultural and linguistic backgrounds of students and creates an inclusive learning environment by incorporating students’ cultural experiences including languages into the curriculum. I love this approach because as educators we make learning more relevant and effective for students in marginalized communities. These practices will enforce confidence in our students as well as, feel empowered in their learning and social emotional needs.

How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?

Being consistent and checking in with students while celebrating their small wins each day helps reinforce their confidence in the classroom. I want my students to feel safe with me and know they can trust me to listen and support them through their struggles. Each morning, we begin with check-ins and peace circles where we explore values such as respect, kindness, gratitude, and trustworthiness. During this time, students share their experiences and thoughts, often working in pairs to strengthen our sense of community. By working together as a school community, we can create a safe and supportive environment, a true haven where every student can thrive.

2.) Therefore, this article makes me think about how I can expand upon what I am already doing in my classroom to increase student belonging. During math- I give students time to work together in groups to solve work during independent time, however during ELA, I feel SO MUCH PRESSURE from the LONG CKLA lessons, that I notice I do not provide as much time for students to interact, and feel that in rushing through all the elements of the lessons- I'm missing the biggest piece which is centering students and ensuring that they feel seen and heard through the lesson. For example, we are currently in Animal Classification and students have so many connections to make in terms of the time they saw a rattlesnake, behaviors their dogs show, connections to the many insects we're studying, but I feel like I don't have enough time for them to share out as I'm just trying to move on to the next thing. So one thing I can commit to in the coming weeks is to prioritize student voices in during ELA time.

The article deepened my awareness that belonging must be built through equity and representation. It reminded me that students develop a sense of belonging when they see their identities, languages, and abilities reflected in classroom materials, conversations, and relationships. This pushes me to go beyond routines and sensory-friendly environments, ensuring that my curriculum and interactions affirm every student’s individuality and cultural background.

2) How does this article inform changes you will make to your environment, interactions with students, and professional practice to increase student belonging?Moving forward, I plan to integrate more relationship-centered practices throughout the day—greeting each child by name, incorporating family photos and home languages into the environment, and embedding social-emotional learning opportunities that teach empathy, cooperation, and care. I also want to strengthen how I use restorative language to support students in resolving conflicts and expressing emotions safely.

Professionally, this article challenges me to view belonging as a shared responsibility across our entire school community. I intend to collaborate more closely with families, paraprofessionals, and related service providers to create a unified message that every child matters and has a meaningful place in our classroom. My goal is that each student leaves feeling connected—not just to the learning, but to the people who make school a safe and joyful part of their world.

This article motivates me to make intentional changes in my environment and interactions. I plan to create more opportunities for students to share their experiences and cultural backgrounds as part of classroom learning. I will also work to ensure that discipline practices and classroom expectations promote equity rather than compliance.

Professionally, I will engage in ongoing reflection and collaboration with colleagues to examine implicit biases and identify strategies that promote belonging for historically marginalized students.

What I’ll do next at FKCHS:

• Run a quick “belonging audit” with our Student Leadership Committee and ILT (front office, hallways, intake space) and warm any cold spots with student art (Prop 28 projects), multilingual welcomes, and consistent threshold greetings.

• For relationships, expand restorative work with brief check-in/check-out for attendance-flagged students, use the 2×10 strategy with our most mobile students, and model micro-affirmations during classroom walk-throughs.

• In practice, embed a 5-minute belonging routine in Advisory (shout-outs, goal postcards) and lead quick role-plays on warm-demander feedback in PD; co-create class norms with students.

How I’ll track impact:

• New-enrollee weekly attendance (with iAttend follow-ups if needed),

• Course pass rates for students in check-in/check-out,

• Three climate items we already review (“an adult knows me,” “I feel safe,” “my culture is respected”), reported at ILT for mid-course adjustments.

The article pushed me to look beyond surface-level relationships. Belonging, I now see, isn’t just about being friendly or welcoming; it’s about creating systems that affirm identity, agency, and voice. In response, I began intentionally redesigning classroom norms with students rather than for them. We co-created “Our Circle Agreements,” where students defined what respect and safety look like in their own words. This practice transformed classroom climate—students began holding one another accountable with empathy, not punishment.

A Crisis of Student Belonging also challenged me to recognize the subtle inequities that can make some students feel peripheral. It reminded me that belonging must be culturally responsive—rooted in community knowledge, language, and lived experience. I now invite students to bring their cultures into lessons through storytelling, music, and reflections that connect curriculum to their lives. This approach aligns with the T-SEL principle of committing to equity and honors the diverse brilliance of my Fremont scholars.

Finally, the article affirmed that belonging is the foundation of resilience. When students know they matter, their brains shift out of survival mode and into engagement mode—echoing Dr. Nadine Burke Harris’s work on co-regulation and healing. I’ve begun using short mindfulness and affirmation routines at the start of class to calm the nervous system and set a tone of collective care.

In short, “A Crisis of Student Belonging” didn’t just inform my practice—it reignited my purpose. It reminded me that fostering belonging isn’t an “extra”; it’s the heart of transformation. Every student deserves to walk into a classroom that whispers, You are safe here. You are seen here. You belong here. Ultimately the article took me right back to 6th grade as a southern transplant. I dressed differently from every girl in terms, black and white oxford shoes, 20 barrettes in my hair, dresses with beautiful and colorful animals sewed in like quilts. Only one Wednesdays in that Girl Scout uniform did I feel like I belonged. I teach my students you do not have to change to fit in. I expand my class to make room for you.