Creating an inclusive classroom requires building an environment where students can bring their whole, authentic selves to their learning. Social-emotional development cannot thrive if students feel compelled to hide parts of their identity. A sense of belonging is foundational; students must feel valued, experience meaningful success, and be granted the autonomy necessary to develop independence.
Fostering this belonging requires a dual focus on representation and curriculum. First, students need to see themselves as capable leaders and experts. To affirm their potential, I invite a diverse array of guest speakers into the classroom and ensure that teaching materials reflect the diversity of both our classroom and the broader community. Second, the material being taught must be inclusive in content and perspective. It is not enough to simply acknowledge contributions from different cultures; we must tell the complete story behind them. For instance, when teaching fractal geometry, I would share how these patterns have been used in African cultures for thousands of years, contextualizing how early European mathematicians wrongly dismissed them as “primitive.”1 This helps students understand that knowledge is shaped by history and worldview, and ensures that credit is appropriately assigned.
To truly engage with the learning process, students must also experience success and feel that they are part of a community. I design learning activities accessible at multiple levels, utilizing assessments that focus on continuous progress to build student resilience.
Students require opportunities to give back. By incorporating cross-curricular projects where students choose roles based on their strengths, they can share their skills, contribute to a collective goal, and emerge as leaders among their peers. I also provide meaningful choices in how students engage with the material, which nurtures their independence, deepens their learning, and develops their sense of personal responsibility.
This holistic approach aligns with Brokenleg and Van Bockern’s Circle of Courage2 model, emphasizing the interconnectedness of belonging, mastery, independence, and generosity. Ultimately, rather than trying to address individual “isms” in isolation, a whole-student approach is far more effective. True inclusivity is achieved proactively: by making space for students’ authentic selves and building learning experiences that honor their unique interests and identities.
- Singh, S. (2024, November 15-17). Rock and roll of mathematics. Making Math Moments 2024 Virtual Summit. ↩︎
- Brokenleg, M. & Van Bockern, S. (2003) The science of raising courageous kids. Research into practice, 12(1), 22-27. https://martinbrokenleg.com/wp-content/uploads/2016/02/12_1_Brokenleg_Van_Bockern.pdf ↩︎