In the pilot episode of Ed Soul, we explore belonging – what it looks and feels like and how you can create belonging with students and colleagues.
Discussion Highlights:
What makes a space, including a school environment, feel safe physically, emotionally, and psychologically? What does it mean to belong in a space?
- Physical safety: Locked doors, security systems, protocols and plans, free of bullying
- Emotional and psychological safety: Free of bullying, people and content do not cause harm
- Belonging is deeper than welcoming. When you belong, you:
- Feel like you have efficacy, voice, and choice
- Can better control emotions and stay focused and on tasks
- Connect and feel connected with others
- See people that reflect you and how you view yourself
- The ability to bring your whole self, unapologetically
Educators often focus on ensuring student safety and belonging. What about our colleagues?
- Most educators had a positive school experience growing up, they felt like they belonged which is a big reason why they chose education as a career
- The dominate culture perpetuates a cycle of limited diversity (79% percent of U.S. teachers are white females)
- Systems make it difficult for people from historically disenfranchised communities to feel belonging
- Ensure that adults also have connections during their day
What happens when you feel you’re great at building relationships with students, EXCEPT for this ONE student?
- Unmet relationship needs can create challenging behaviors
- Don’t take it personally; remember, behavior is a form of communication
- See Equity Triage Tree Activity
- Know your tendencies. While you learn ways to better connect with all students, help them connect to other adults and students.
Aside from educator-student relationships, what kinds of factors (visuals or experiences) make school environments feel safer/more inclusive?
- Make space for a wider range of student voices in planning and shaping their school
- Offer a variety of spaces, places, and instructional styles
- Use inclusive practices and language
- i.e., “families and caregivers” instead of “mom and dad”
Tools to explore
- Watch: Making Sure Every Child is Known (See resources below)
- Equity Triage Tree Activity
- Split your class roster into thirds
- Bottom third, easy to connect with
- Middle third, not as easy to connect with but can still build relationships
- Top third, most challenging to connect with
- What themes do you see? Is there a certain type of student you connect with, certain identities that are challenging for you to connect with?
- How might your own interests and/or biases get in the way? How can you address this?
Resources:
Cook, C., Joseph, G., Fiat, A., & Thayer, A. (2021). Adult resilience curriculum (ARC) for educators. Mental Health Technology Transfer Center (MHTTC) Network. Retrieved May 26, 2022, from https://mhttcnetwork.org/centers/mid-america-mhttc/adult-resilience-curriculum-arc-educators
National Scientific Council on the Developing Child. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13. http://www.developingchild.harvard.edu.
Souers, K., & Hall, P. A. (2019). Relationshi
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