No one wants to feel like there is no room for them at the inn. Not only do we want the doors to open for us and welcome us in, but once inside, we want to feel like we belong. We want to sit at the table, in communion with others and be seen and heard for who we are at our core—who God created us to be. And that person is distinctly and beautifully different from the person sitting next to us. In our uniqueness, we want to feel appreciated, validated, accepted and treated fairly.
In their book, Belonging Through a Culture of Dignity, Floyd Cobb and John Krownapple (2019) suggest four indicators of belonging that “describe the quality of people’s present experience. “Feeling validated, appreciated, accepted, and treated fairly are all signs that dignity is being honored and that a person feels like they belong”(p. 98). Catholic schools are known for their welcoming environment, the community atmosphere and the personalized attention they provide students and families. How can we make sure, within this milieu, we continue to pull up a seat at the table for each student who walks through our doors?
Using a “Fresh Start” poster and motto in the classroom can help students feel appreciated. At the beginning of the year, we can have conversations about what coming to class with a fresh start means: mistakes that happen one day do not carry on for multiple days. Students can come to class knowing that they will not be judged for their choices from previous days. This reset is beneficial for both educators and students in creating an atmosphere of appreciation.
Students also feel appreciated when all learning styles are supported to help them reach high expectations. We can do this by presenting information in multi-modal ways, ensuring lessons include visuals, auditory components and kinesthetic and tactile experiences.
Creating a survey for parents before school starts validates students. This can ask basic questions that will help us start understanding our students before they enter the classroom. Ask parents: Where does your student struggle? What are their strengths? What do they like to do with free time? (This is a good place to collect extracurricular schedules!) As parents are children’s first teachers, parent insight is invaluable. This communication shows students that both parties are on their team. A similar survey for students sent during the first week of school shows their teacher is interested in them.
Listening to students’ stories validates them as well. All students have tales to tell. It is important we take time to listen to those open to sharing. This is an opportunity to connect with quieter students and provides an outlet for expression.
Students also feel validated when adults in their lives attend their extracurricular activities. When we show up, we acknowledge their gifts and talents. They see us supporting them in a different way.
Recognizing students as individuals with their own needs, interests, learning styles and personalities demonstrates acceptance. We can honor and celebrate differences year-round in developmentally appropriate ways. Younger students can bring artifacts to share with classmates or invite parents into the classroom to read, share food or talk about family celebrations. In elementary and middle school, students can draw pictures or create Venn diagrams together describing their similarities and differences. High school students may discuss or write about family traditions, hobbies, interests, future aspirations or role models. As the classroom leader, it is important to model the celebration of diversity among students by verbally acknowledging how beautiful it is God created each of us as unique individuals.
Caring for the whole person also accepts students. In the classroom, mentioning we understand they have responsibilities, relationships, stressors and lives outside of school acknowledges the multiple dimensions students bring to school daily. It also allows students to share deeper insight into themselves which helps us differentiate and design lessons that will better connect with students.
Treating students equitably does not mean providing the same exact treatment to everyone. Each student has different academic and personal needs. Knowing and accepting our students for their idiosyncrasies allows us to meet them where they are and guide them to their potential. For some students, this means only assigning 10 math problems while others can work through 20 in the same amount of time. One student needs a daily check-in to help keep on track; others are fine with more general feedback. Accepting late work from students is equitable when we know their circumstances outside of school warrant it. Accepting revisions ensures all students are learning at their own pace.
Another way to treat students equitably is by using inclusive, first-person language. Talking about “our classroom” and “our learning goals” and “our homework” instead of “my classroom” and “my students” and “your assignment” models equity, teamwork and collaboration.
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These are just some examples of how we can appreciate, accept, validate and treat students equitably. There are other ways, in different contexts, to reach these same ends and honor the dignity of each student.
Picture your students. Many likely vary in height. To make sure each has the opportunity to sit at the table, they will need something different on which to sit. Perhaps a small child stands on a stool, perhaps someone needs to be wheeled up to the table, perhaps a middle schooler needs a taller chair while a high schooler needs something a little shorter. Making sure each child receives the appropriate chair to pull up to the table will make them feel appreciated, validated, accepted and treated fairly. They will feel they belong. As Pope Francis (2020) prays in Fratelli Tutti:
May our hearts be open
to all the peoples and nations of
the earth.
May we recognize the goodness
and beauty
that you have sown in each of us,
and thus forge bonds of unity,
common projects,
and shared dreams.
Angela T. Moret, Ed.D., is director of the Billiken Teacher Corps at Saint Louis University.
Heather Sasser, M.A.T., M.S.Ed., is a middle school teacher at Holy Cross Academy in St. Louis and an alumnus of the Billiken Teacher Corps.
Angela T. Moret, Ed.D.angela.moret@slu.edu
Heather Sasser, M.A.T., M.S.Ed.heather.sasser1213@gmail.com