Creating safety & belonging in your school & classroom

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 harmBelonging is deeper than welcoming. When you belong, you:Feel like you have efficacy, voice, and choiceCan better control emotions and stay focused and on tasksConnect and feel connected with othersSee people that reflect you and how you view yourselfThe ability to bring your whole self, unapologeticallyEducators 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 careerThe 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 belongingEnsure that adults also have connections during their dayWhat happens when you feel you’re great at building relationships with students, EXCEPT for this ONE student?Unmet relationship needs can create challenging behaviorsDon’t take it personally; remember, behavior is a form of communicationSee Equity Triage Tree ActivityKnow 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 schoolOffer a variety of spaces, places, and instructional stylesUse inclusive practices and languagei.e., “families and caregivers” instead of “mom and dad”Tools to exploreWatch: Making Sure Every Child is Known (See resources below)Equity Triage Tree ActivitySplit your class roster into thirdsBottom third, easy to connect withMiddle third, not as easy to connect with but can still build relationshipsTop third, most challenging to connect withWhat 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-educatorsNational 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). Relationship, responsibility, and regulation: Trauma-invested practices for Fostering Resilient Learners. ASCD.Video. (2017, October 27). Making sure each child is known. Edutopia. Retrieved May 26, 2022, from https://www.edutopia.org/video/making-sure-each-child-known Ed Soul Podcast Credit | SourcewellFind more educational resources by topic at https://www.mn.sourcewell.org/education/podcast Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education