Fostering Inclusive and Resilient Classroom Environments in the Post-COVID Era: Strategies for Underserved & Underrepresented Students

Angello R. Villarreal, Ed. D. and Shantel M. Scott, Ed. D.
Freehold Regional High School District, USA

Introduction:

The COVID-19 pandemic has ushered in a new era of education, requiring educators to adapt and innovate rapidly. We aim to provide educators with 21st-century innovative strategies that not only create equitable and socially-emotionally strong classroom environments but also cater specifically to the needs of ESL/ELL (English as a Second Language/English Language Learners) students. Our goal is to encourage student choice and voice, improve learner confidence, and bridge the educational gaps exacerbated by the pandemic.

Empowering Diversity and Resilience: Crafting Inclusive Environments for Emerging Multilingual Students

hands on top of each other The shifting educational landscape demands an acute understanding of the complexities within diverse classrooms. It prompts an urgent call for educators to recalibrate pedagogical methods to effectively cater to the intricate needs of Emerging Multilingual (ESL/ELL) students. Working with Emerging Multilingual (ESL/ELL) students is an honor as many educators can also learn the students’ cultural backgrounds while celebrating and embracing their heritage. The pursuit of these goals – empowering diversity, nurturing equality, and fostering resilience – must underpin a reimagined educational paradigm. This academic inquiry offers an intricate view of methodologies, strategies, and perspectives essential for crafting inclusive educational environments, acknowledging the multifaceted requirements of a diverse student body, and propelling equitable academic opportunities for Emerging Multilingual (ESL/ELL) students.

Celebrating Cultural Diversity

Acknowledging the multifaceted tapestry of diverse cultural backgrounds and linguistic richness that Emerging Multilingual students contribute to the classroom is fundamental for fostering an effective educational milieu (Kim, 2023). It is also essential to acknowledge that every student in the ESL/ELL program has a different cultural background. To illustrate, all Hispanic students do not have the same origin, White/Hispanics (e.g., Argentinians, Uruguayans, etc.), Black/Hispanics (e.g., Dominicans), Asian/Hispanics (e.g., Japanese-Peruvians), Hispanics from Spain, Hispanics from Mexico, Hispanics from Central America, and more (Rodriguez, 2017), so it is imperative to be aware of these differences. This recognition becomes the cornerstone for tailoring classroom activities to honor and integrate these backgrounds, thereby cultivating a profound sense of belonging and respect among students (Anderson, 2023). The infusion of culturally relevant themes, literature, and activities serves as a conduit to create an immersive environment that not only acknowledges but also cherishes the unique diversity within the classroom. This deliberate inclusion encourages students to see their identities reflected positively within the educational framework, elevating their sense of self-worth and cultural pride. Moreover, it facilitates a deeper comprehension of diverse perspectives, fostering a richer tapestry of learning experiences that transcend cultural barriers; nurturing empathy and appreciation for the mosaic of human experiences.

Tailoring Instruction to Diverse Language Proficiency Levels

The accommodation of the diverse spectrum of language proficiency levels inherent in Emerging Multilingual student cohorts stands as an essential facet of pedagogical practice (Thorne, 2004). The incorporation of differentiation strategies becomes pivotal in ensuring that each learner, irrespective of their linguistic capabilities, is presented with appropriately challenging materials coupled with adequate support (Mermelstein, 2023). This personalized approach to instruction serves as a conduit to not only address the unique linguistic needs of students but also to harness their individual strengths and facilitate comprehensive learning experiences.

The employment of diverse strategies, including but not limited to flexible grouping, adaptive learning technologies, and supplementary language resources, embodies a proactive response to the multifaceted language abilities prevalent in the classroom. Flexible grouping strategies allow educators to create smaller learning clusters where students can collaborate based on their proficiency levels, fostering peer support and targeted instruction (Szaldov, 2023). Adaptive learning technologies offer personalized learning pathways tailored to individual linguistic needs, catering to diverse learning paces and preferences. Furthermore, supplementary language resources such as bilingual materials or multimedia aids augment comprehension and engagement, bridging potential gaps in linguistic understanding. These collective strategies create an inclusive learning environment that acknowledges and supports the varied linguistic proficiencies, propelling equitable educational opportunities for all students (Szaldov, 2023).

Adapting Curriculum Materials for Accessibility and Relevance

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The adaptation of curriculum materials stands as an imperative measure in addressing the educational disparities often encountered by Emerging Multilingual students (Mermelstein, 2023). The strategic alignment of textbooks, worksheets, and reading materials with both language proficiency levels and cultural contexts becomes instrumental in fostering enhanced comprehension and engagement among learners. When educational resources are tailored to meet the linguistic capabilities of students and embedded within familiar cultural contexts, it creates a more inclusive and conducive learning environment.

The inclusion of bilingual resources, visual aids, and interactive multimedia elements emerges as a cornerstone in this process, significantly amplifying learning outcomes (Patterson, 2004). Bilingual resources serve as bridges, enabling students to navigate between their native language and the language of instruction, thereby facilitating a deeper understanding of the subject matter.

Visual aids, such as graphics, diagrams, and videos, transcend language barriers, offering alternative modes of comprehension that cater to various learning styles. Moreover, the integration of interactive multimedia elements not only sustains engagement but also promotes active participation, enabling students to interact with the content in dynamic ways. These adaptations and augmentations in curriculum materials are pivotal in cultivating an inclusive educational landscape that respects linguistic diversity while ensuring equitable access to educational content for all students.

Fostering Strong Relationships in Diverse Classrooms

The cultivation of robust relationships between educators and students, particularly among Emerging Multilingual learners, stands as a backbone for not only academic achievement but also the holistic well-being of students (Virat, 2022). A fundamental cornerstone of this connection lies in the practice of effective communication, active listening, and the demonstration of genuine care and empathy within the educational setting. These elements collectively foster an atmosphere imbued with trust, openness, and mutual respect, creating a conducive environment for meaningful interactions.

The act of supporting and understanding students on an individualized basis is a catalyst for active engagement in the learning process. When students feel acknowledged and supported by their educators, it instills a sense of belonging, bolsters their confidence, and motivates them to actively participate and excel academically. Encouraging new teachers to embrace these relationship-building approaches is pivotal (Watson, 2023). Equipping educators, especially those new to the profession, with the tools and strategies to forge strong connections with their students is essential in laying the groundwork for a positive and impactful educational journey.

Furthermore, these relationships extend beyond the classroom, impacting students’ emotional and psychological well-being. A nurturing environment built on trust and empathy not only fosters academic growth but also provides a safe space where students feel validated, fostering a conducive atmosphere for personal and social development (Britt, 2022). The cultivation of these relationships transcends language barriers, creating a supportive network that encourages Emerging Multilingual learners to thrive academically and personally within the educational landscape.

Creating an Inclusive Atmosphere

Establishing an inclusive and welcoming atmosphere holds paramount importance for Emerging Multilingual students navigating unfamiliar educational settings. Educators play a pivotal role in shaping this environment by actively promoting peer collaboration, valuing diverse perspectives, and nurturing a culture of respect and acceptance (Kansman, 2022). Embracing these principles not only fosters a sense of unity but also cultivates an environment where each student’s unique contributions are appreciated and acknowledged.

Classroom policies that emphasize equity and fairness serve as pillars in fostering an inclusive atmosphere. When these policies are consistently upheld, they create a sense of security and assurance among students, ensuring that every individual feels valued and respected within the educational space. This concerted effort towards inclusivity enables Emerging Multilingual learners to integrate more seamlessly into the educational fabric, fostering a sense of belonging that is crucial for their academic and social development within the diverse classroom dynamic.

Tools and Resources for Immediate Implementation

Enhancing Student Engagement

Tailoring educational resources like templates, sample activities, and clear instructions specifically for Emerging Multilingual students significantly amplifies their engagement, motivation, and collaborative interactions within the classroom. These customized materials serve as a bridge, facilitating their active participation and comprehension. Moreover, incorporating purpose-built interactive activities, gamified learning elements, and multimedia presentations proves highly effective in capturing and sustaining their attention. Interactive tasks, in particular, encourage hands-on learning and enable these students to explore educational content in diverse, engaging ways. Gamified approaches infuse a sense of enjoyment into learning, fostering a positive attitude toward education. Additionally, multimedia presentations leverage various sensory modalities, enhancing retention and comprehension. Altogether, these tailored strategies not only boost engagement but also foster a dynamic and enriching learning environment for Emerging Multilingual students.

Addressing Social and Emotional Well-being

The seismic impact of the COVID-19 pandemic has profoundly disrupted the social and emotional equilibrium of Emerging Multilingual students, exacerbating stress levels and intensifying feelings of isolation. Recognizing these challenges is pivotal in cultivating a responsive and supportive educational environment. Regular check-ins offer a platform for students to voice concerns and provide educators with insights into their well-being, aiding in the identification of necessary support mechanisms (Semchuk, 2023). Additionally, integrating mindfulness practices into daily routines can empower students with stress-relief techniques and emotional regulation tools, bolstering their resilience amidst uncertainty.

Creating safe spaces within the educational landscape, where students feel comfortable expressing their emotions without fear of judgment or criticism, is paramount. These safe spaces foster an atmosphere of trust and openness, promoting emotional expression and enabling students to navigate their emotions effectively. Emphasizing a holistic approach to education that prioritizes the social and emotional welfare of Emerging Multilingual students is essential for their overall well-being and academic success. It establishes a foundation for resilience and equips students with the coping strategies necessary to navigate the challenges presented by the pandemic’s aftermath.

The integration of social-emotional learning (SEL) within the classroom setting emerges as a crucial catalyst for nurturing resilience and well-being among Emerging Multilingual students (Levine, 2023). By imparting essential skills such as self-awareness, empathy, and conflict resolution, educators empower students to effectively navigate diverse challenges. Embedding SEL practices into daily routines and academic activities facilitates the development of emotional intelligence among students, thereby elevating their academic prowess and social competence. SEL not only equips students with vital life skills but also cultivates a deeper understanding of emotions and relationships, fostering a positive classroom environment conducive to learning. This integration stands as a testament to the holistic approach towards education, acknowledging the pivotal role of social and emotional development in shaping well-rounded and resilient individuals capable of thriving in diverse academic and social contexts.

The post-COVID educational landscape necessitates a profound shift in approaches, particularly for Emerging Multilingual students. Empowering diversity, nurturing equality, and fostering resilience within classroom dynamics are imperative objectives. Educators must embrace innovative strategies celebrating cultural diversity, differentiating instruction, fostering strong relationships, providing practical tools, and prioritizing social and emotional well-being. Through these endeavors, inclusive and empowering learning environments can be created, ensuring the success and well-being of all students, irrespective of their linguistic and cultural backgrounds.

Equity in Education: Bridging the Gap for Marginalized Student Success

Socioeconomic Factors

A fundamental obstacle to achieving educational equity lies in socioeconomic status. Students hailing from low-income households frequently encounter restricted access to essential resources, encompassing quality educational institutions, extracurricular activities, and adequate educational materials. Emerging Multilingual (ESL/ELL) students are particularly affected by these limitations (Sivira-Gonzalez, 2023). These constraints significantly impede their academic progress, exacerbating disparities and perpetuating a cycle of poverty. Moreover, this predicament compounds the challenges already faced by many students, including the complexities of adapting and assimilating into a new culture. The ramifications extend beyond academic performance, profoundly impacting these students’ overall well-being and hindering their prospects for upward mobility. Addressing socioeconomic barriers becomes paramount in cultivating an equitable educational landscape, essential for breaking the cycle of disparity and affording every student an equal opportunity to thrive academically and socially.

Racial and Ethnic Disparities

Racial and ethnic disparities persist as prominent challenges within educational systems. Systemic biases, uneven resource allocation, and stereotypes often detrimentally impact the educational experiences and opportunities accessible to marginalized racial and ethnic groups. These hurdles perpetuate inequality, hindering the academic advancement and overall well-being of these communities within the educational framework. Addressing these systemic issues is crucial for fostering an equitable educational environment, ensuring that every student, irrespective of their racial or ethnic background, has access to fair and inclusive educational opportunities.

Language and Cultural Differences

Non-native English speakers and immigrant students encounter substantial challenges due to language barriers and cultural differences. Inadequate consideration of linguistic and cultural diversity within educational materials and teaching methods can impede effective learning and student engagement. These obstacles create barriers that hinder these students’ academic progress and limit their ability to fully engage with the educational curriculum. Addressing these challenges necessitates inclusive approaches that acknowledge and embrace linguistic and cultural diversity, ensuring equitable learning experiences for all students, regardless of their language backgrounds or cultural heritage.

Culturally Relevant Teaching

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Implementing culturally relevant teaching methods is pivotal in advancing educational equity. Educators play a critical role by integrating diverse perspectives and cultural experiences into their lessons, enabling all students to relate to the material and feel authentically represented (Nganga, 2021), especially those who possess a different cultural background and speak a different language. This approach cultivates a profound sense of belonging and engagement, particularly among marginalized student groups. By embracing and incorporating diverse cultural contexts within the educational framework, educators create an inclusive learning environment that resonates with the diverse backgrounds and experiences of their students, fostering a more enriching and equitable educational experience for all.

Tailored Academic Support

Closing the educational achievement gap requires imperative tailored academic support. Implementing additional tutoring, mentorship programs (Villarreal, 2022), and specific interventions for students encountering challenges plays a pivotal role in equalizing educational opportunities. The acknowledgment of each student’s individual needs and the provision of suitable assistance profoundly impact their academic trajectory (Villarreal, 2022). By tailoring support mechanisms to address students’ unique requirements, educators and institutions can significantly enhance the academic success of marginalized and struggling students. These interventions not only foster academic growth but also instill confidence, fortify learning foundations, and offer a pathway toward equitable educational attainment for all.

Equitable Resource Allocation

Equitable distribution of resources, encompassing funding, teaching staff, and infrastructure, across all schools and districts is imperative within educational institutions (Baker, 2020). Addressing disparities in these resources stands as a foundational stride toward fostering fairness and ensuring every student has an equal chance to achieve academic success. This approach aims to eliminate the barriers stemming from unequal access to resources, creating an environment where all students can thrive and flourish academically.

Community Involvement and Partnerships

Engaging the community and forming partnerships with local organizations can create a support network for marginalized students. Collaboration with community groups allows for the development of initiatives that address the specific needs of disadvantaged students, such as mentorship programs, scholarship opportunities, and after-school activities.

Case Studies: Successful Initiatives

Student Ambassador Program

One successful initiative is the “Student Ambassador Program” implemented in a school district with a history of increased numbers of Emerging Multilingual (ESL/ELL) students. This program focused on providing targeted support to students from disadvantaged backgrounds, offering additional mentorship and leadership opportunities, while also extracurricular activities. Over time, this initiative strengthened and improved educational outcomes for marginalized students and their families (Villarreal, 2022). During, and after the COVID-19 pandemic, the Student Ambassador Program provided support to students through peer mentorship that was recognized among different stakeholders in the community.

Community-Engaged Schools

Another example is the model of community-engaged schools, where educational institutions actively collaborate with local communities to address specific challenges. By involving community members in decision-making processes and tailoring educational strategies to community needs, these schools have succeeded in promoting equity and supporting marginalized students effectively.

Addressing equity in education and bridging the gap for marginalized student success is an ongoing and vital endeavor. By understanding and addressing the barriers that marginalized students face, implementing targeted strategies, and learning from successful initiatives, we can move towards a more equitable educational system. It is incumbent upon educators, policymakers, communities, and stakeholders to work collaboratively to ensure that every student has an equal opportunity to succeed, regardless of their background or circumstances. Achieving educational equity is not only a moral imperative but a critical step toward building a just and prosperous society for all.

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Reimagining Learning Spaces: Adapting Education to a Post-Pandemic World

Evolving Learning Environments

Post-pandemic, flexibility in learning spaces has evolved as a fundamental principle. Adaptable spaces accommodate diverse teaching methods and styles, aligning with students’ varied learning preferences (Casanova, 2023). The capacity to reconfigure furniture, establish small group zones, or facilitate open areas for presentations empowers educators to customize the environment to address distinct instructional objectives. This adaptability fosters an inclusive educational setting, catering to the dynamic needs and preferences of diverse learners, promoting engagement, and enhancing the overall learning experience

Technology Integration

The pandemic expedited technology’s integration into education, solidifying it as a cornerstone of contemporary learning environments. The seamless infusion of digital tools, interactive whiteboards, virtual reality, and online collaboration platforms fosters a more engaging and interactive learning experience. However, it’s essential to scrutinize barriers hindering technology’s effective use in education to avoid pitfalls (Abedi, 2023). These technologically enhanced learning spaces not only cultivate digital literacy but also equip students with essential skills needed in the evolving digital landscape. Embracing technology in education fosters adaptability and innovation, preparing students to navigate and thrive in an increasingly digital-driven society, ensuring they remain competitive and proficient in the global landscape.

Student-Centric Design

Designing classrooms with a student-centric approach involves crafting spaces that empower learners to assume ownership of their education (Lobb, 2020). Vital components of such design include offering diverse seating options aligned with individual preferences, integrating quiet zones conducive to focused work, and creating collaborative spaces tailored for group projects. These elements play a pivotal role in fostering an environment that prioritizes students’ needs and preferences, encouraging autonomy, engagement, and active participation in their learning journey.

Inclusive Design for Diverse Needs

An inclusive classroom design strives to create learning spaces that cater to diverse needs, encompassing students with disabilities (Hanna, 2021) and those acquiring a new language. Key components of such design involve incorporating ergonomic furniture, implementing assistive technologies, and ensuring the accessibility of materials and resources. These deliberate steps are fundamental in fostering an inclusive environment where all students,
regardless of their abilities or language proficiency, can thrive academically. By prioritizing accessibility and inclusivity in classroom design, educational institutions create environments that support the diverse needs of students, promoting equity, participation, and a sense of belonging for everyone.

Collaborative Learning Hubs

Establishing collaborative learning hubs within the educational environment fosters group work, discussions, and cooperative problem-solving. Incorporating flexible seating arrangements, interactive displays, and movable furniture facilitates collaboration, stimulating the exchange of ideas among students. These intentional design elements not only encourage active engagement but also create dynamic spaces that promote interaction, teamwork, and the exploration of diverse perspectives. By cultivating an environment that encourages collaboration, educational institutions nurture essential skills like communication, critical thinking, and teamwork, preparing students for success in a collaborative and interconnected world.

Spaces for Creative Expression

Crafting learning spaces that ignite creativity and innovation is pivotal, especially when viewed through the lens of Emerging Multilingual (ESL/ELL) students. Incorporating art corners, maker spaces, and interactive displays fosters an environment that inspires imagination and invites students to explore their creativity in diverse ways. These intentional design elements cater not only to diverse learning styles but also offer avenues for linguistic and cultural expression, enhancing engagement and understanding for Emerging Multilingual (ESL/ELL) students. By providing opportunities for creative expression, educators can facilitate language acquisition, cultural integration, and overall academic development in an inclusive and stimulating environment.

The post-pandemic world requires a reevaluation of educational practices, and a significant aspect of this transformation is reimagining learning spaces. Flexibility, technology integration, student-centric design, and the promotion of collaboration and creativity are key principles in adapting education to the current landscape. By prioritizing the needs and preferences of students and educators alike, we can create learning environments that foster engagement, innovation, and ultimately, a brighter future for education. Reimagining learning spaces is not only about adjusting to the challenges of today but also about building a foundation for a resilient and adaptable educational system in the years to come.

Inclusivity Beyond Adversity: Building Strong Educational Foundations for All

On March 14, 2020, notification from district administration was received that schools would be operating remotely for two weeks to “flatten the COVID-19 curve.” Two weeks turned to two months, two months turned to what felt like an eternity. A classroom environment that thrived on interconnectivity became small disconnected boxes with their cameras off. For the better part of a year, students’ learning environments melted into the culture of their home. Upon a return to full-time in person learning, the charge on teachers to personalize and differentiate instruction was not just about leveling, it was more about reconnecting and building strong relationships to address the social and emotional well-being of students impacted by disconnection. Many of the students who returned had adapted to learning at their own pace in diverse environments. The question: How might we design instruction that builds strong educational foundations while acknowledging and celebrating the diverse lived experiences of each student?

Personalization and Differentiation for ESL/ELL Students

One of the best ways to meet the needs of ESL/ELL students is to personalize and differentiate instruction. This means providing students with opportunities to learn not just at their own pace, but in their own way. There are many ways to do this, such as providing multiple entry points to preview new content.

Providing multiple entry points to new content is a fundamental component of adapting education to the unique climate of your classroom, strengthening foundational learning, and can be leveraged to engage students in a topic of study and promote motivation early in any given unit. By providing students with multiple means to access and interact with content, educators can create learning environments that are more inclusive and accessible for all students. Different family, social, and economic backgrounds of students impact the expression of their learning. Since educational goals should mirror one’s own personal or societal values, teachers must understand their students’ learning styles and which of Howard Gardner’s multiple intelligences influence their learning (Gardner, 2011a). These intelligences are: linguistic (words), musical (music), logical-mathematical (numbers), visual-spatial (pictures), bodily-kinesthetic (physical), interpersonal (social), intrapersonal (self-reflection), and naturalistic (nature). As a teacher, the way to identify multiple intelligences in the classroom is to master the art of observation. Older students may be able to take a Multiple Intelligence Questionnaire to complement teacher observation. For instance, the interpersonal student may talk excessively at inappropriate times. The visual-spatial student may doodle during instruction. The musical student may tap their feet during class. If we see all students as intelligent in their own way by identifying their primary intelligence, we can give students the confidence to thrive even in environments that do not support their intelligence.

Upon gaining a thorough understanding of their students and the types of intelligences they most strongly connect with, teachers can begin to create lessons that provide multiple entry points. As previously established, students learn in diverse ways, and it is vital to incorporate multiple entry points into a lesson so that all students can access the material. Howard Gardner introduced the concept of entry points in his book, The Unschooled Mind (1991):

We might think of the topic as a room with at least five doors or entry points into it. Students vary as to which entry point is most appropriate for them and which routes are most comfortable to follow once they have gained initial access to the room. Awareness of these entry points can help the teacher introduce new materials in ways in which they can be easily grasped by a range of students; then, as students explore other entry points, they have the chance to develop those multiple perspectives that are the best antidote to stereotypical thinking (245).

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The example below for previewing content for the reading of a complex novel for ESL/ELL students in a high school English Language Arts class provides an example of techniques that may be used to target multiple entry points, cultural connections, and intelligences. Interpersonal and intrapersonal entry points are often and easily integrated with other points of entry to the content.

Task Learning Target: Students can apply thematic elements of the novel to relevant social issues, such as income inequality, intergenerational wealth, and the American dream.

Musical: Listen to the soundtrack of the movie. The soundtrack has a variety of music genres including hip hop, jazz, and alternative music to help immerse the viewer in the plot of the novel. Diss your favorite songs from the soundtrack with a classmate. What predictions can you make about the plot of the novel, the characters, the values, and the culture of the 1920s Jazz Age?

Visual-Spatial: Watch the movie trailer for the book you are going to read and evaluate how well the trailer works to pique your interest in this story. Trailer producers usually focus on the main character and then add in secondary characters to make the plot more dynamic and appealing to a wider audience. Based on the trailer, who will be the main character? Which character appealed to you the most? What do you think the societal values were based on the characters that appear in the trailer? A trailer pieces cut scenes together to give the audience a quick overview meant to spark curiosity and leave the viewer wanting more. According to the trailer, what will this book be about, what was it like living in the 1920s Jazz Age?

Linguistic: Read the poem “Harlem” by Langston Hughes. Next, read the essential question: What happens to an American dream deferred? How would you define the American dream? Then, do some research and decide how someone like Langston Hughes would answer this question in the 1920s. Continue your research and decide how the richest person in the world from any time period would answer this question. How would your parents or grandparents respond to this question?

Logical/Quantitative: In 1924, F. Scott Fitzgerald wrote a piece titled, “How to Live on $36,000 a Year.” When adjusted for inflation, that would be around $500,000 today. The piece outlined their monthly budget and poked fun at their overextended standard of living. Using an inflation calculator, calculate the equivalent monthly expenses for the expenses listed (i.e. taxes, rent, food, utilities, servants, auto, parties, etc) for the year 2023. Share what you notice about the priorities of people living in the 1920s and people living today. Make a prediction of where you would spend the most money if this were your budget. What does being rich mean to you? He explains that the key to living a rich life is to spend on things that bring you joy and cut the expenses that don’t. So, even if you don’t make 500,000 a year, you can still live a rich life. Make a collage of your future rich life. What is on your rich life vision board? Using the calculator, decide how much you will need to make a year to be your version of rich?

Bodily Kinesthetic: Review pictures of people from the 1920s. Recreate your favorite look with clothes that you already own. Take a selfie in your retro fashion statement. In reference to the history of 1920s fashion and color symbolism, what do your 1920s style and colors say about you?

Building Strong Relationships in Diverse Classrooms

Another important factor in creating inclusive classroom environments is building strong relationships with students. This means getting to know each student as an individual and building trust and rapport. One of the most effective ways to establish a productive classroom environment is learning what your students want to be called in the classroom–both their names and pronouns. Knowing and expressing a desire to learn student names can reinforce an instructor’s commitment to inclusivity and solicit more focus from students in classrooms large and small (Tanner, 2013). A strategy for how student names will be prioritized from the beginning of the year should be established before the first day of class. One simple strategy that sets the tone for classroom community and respect prior to entering the classroom is to greet students at the door. In this exchange, ask the students to introduce themselves. This exchange accomplishes two main goals: To avoid unintentionally deadnaming students, which is the act of calling a person by a birth or legal name that they no longer use (Arechederra, 2023), and to confirm proper cultural pronunciation of a student’s name avoiding the discomfort associated with guessing names during roll call style attendance. Mispronouncing a person’s name can invalidate their identity, leading to anxiety and resentment (Morales, 2016).

At the beginning of the year, incorporating name celebrations into curricular lessons helps to create a safe space for students to engage with one another. In classrooms, from kindergarten to college, students can be an integral part of designing a space, physical or virtual, that represents the people that exist in that space. Students can create badges with their names, photos, or drawings of themselves and their families, or mottos and images that represent their identities. As they work creatively at their desks and in small groups, the teacher can circulate the room to build interpersonal connections and confirm both the pronunciation of names and any nicknames preferred. Then a quilt can be constructed on the physical or virtual wall with these posters and referenced throughout the year for inspiration. Anti-bias educators, however, are careful when planning activities that include the history of a name, as some students may not have a connection to the person who gave them their name, or their surname may be linked to slavery or other traumas.

In partnership with the National Association for Bilingual Education, “The My Name, My Identity” Campaign was created by the Santa Clara County Office of Education with the goal of building respectful and caring cultures in school communities that value diversity. The initiative is a reminder that a focus on names is the impetus for a classroom culture that celebrates each person’s unique culture and background. Teachers can create spaces in which every student feels like they belong. Regardless of whether the students are new to the country or their families have been in a country for generations, they will enjoy the opportunity to learn about other’s backgrounds and share their cultures with others. Beginning in kindergarten, students are being prepared to be valuable members of the global community. The importance of exploring cultural diversity in the classroom opens students up to a world far beyond their locality. One way to explore and celebrate cultural diversity is through the integration of some curricular appropriate vocabulary words from students’ heritage languages into the classroom. Students’ native literacy and cultural backgrounds should be viewed as valuable resources rather than impediments (Schwarzer, Haywood, & Lorenzen, 2003). Another strategy is to explicitly structure opportunities for students to hear varying perspectives. The teacher can validate all perspectives with responses such as: “That’s one idea. Does anyone else have another?” “That was one way to solve the problem. Who did it another way?” or “Who has an alternative view?” (Wiggins & McTighe, 2005). Additionally, celebration can occur by connecting school learning to students’ lives by using their real-world experiences. Teachers can acknowledge the students’ world outside the classroom by posting a poem, quote, pop culture meme, song, or picture to learning management systems that demonstrate an awareness of and respect for a variety of students’ backgrounds. They can also engage students in content-based projects, surveys, free-writing exercises, and storytelling that enable students to make direct connections between school and their communities (Landsman, 2006).

Addressing Social and Emotional Well-being

Finally, it is important to address the social and emotional well-being of all students, especially underserved and underrepresented populations. To engage education in a way that leads to liberation, disruption, and joy is radical work that comes in response to a radical moment in history, COVID-19 school closures. Culturally responsive and anti-racist work requires questioning, deep critical thinking, original and creative lesson planning, and finding crafty ways to do what we know is best for students. It means having conversations and expectations for students that others may not have with or for them. Although many teachers may avoid topics that are seen as unpleasant or upsetting, there is a strong argument to be made for including stress as a topic of discussion in the classroom.

Discussions about stress while expanding a student’s social and emotional vocabulary can incite growth. Being able to accurately describe and express emotions is important for building relationships and communicating with others. Attentive listening to our emotional speech can also influence and change our emotions (Keaton et al., 2015). These discussions can deepen language skills, broaden cultural understanding and empathy, and equip students with tools to navigate daily life. According to researchers from Harvard University School of Education, “Talking about feelings helps to validate both positive and negative feelings, such as pride for one’s efforts, as well as frustration or anger at injustice. When children are encouraged to share their feelings and all types of feelings are accepted as OK, it’s easier for children (and adults) to express those emotions through words rather than bottle them up inside — which tends to lead to explosions or reactions that can cause harm to the self or others” (Use Your Words, Not Your Hands, 2022).

A strategy to build social emotional vocabulary at any age includes explicitly teaching a nuanced selection of age appropriate emotional terminology and encouraging students to frequently respond to discussion prompts using the enriched vocabulary with personal anecdotes. Using just-right words to describe how we feel can make all the difference in whether or not we get the help we need (Duoma, 2021). Think about the difference between the words happy and content or angry and exasperated. Having the ability to select a just-right word that delineates the difference between the two emotions may impact how an adult responds to the student. When a student is angry, they may need to calm down. But, when a student is exasperated they may be struggling with the content.

In conclusion, there are a variety of actions that educators can take to establish strong educational foundations for all students, including those from underrepresented and underserved communities. By personalizing and differentiating instruction, building strong relationships, and addressing social and emotional well-being, educators can create inclusive and resilient classroom environments in which all students can thrive.

Post-COVID Resilience: Guiding the Future of Classroom Inclusivity

The COVID-19 pandemic ushered in a new era of education, requiring educators to adapt and innovate rapidly. In this section, we aim to provide educators with 21st-century innovative strategies that help to design equitable and socially-emotionally strong classroom environments that also cater to the needs of ESL/ELL students. The goal is to leverage technology to encourage student choice and voice and improve learner confidence that can propel students past academic gaps exacerbated by the pandemic.

As soon as students began using Artificial Intelligence (AI), computer programming that learns and adapts with systems taught to mimic intelligent human behaviors, teachers and school leaders voiced their concerns. These concerns centered on three main issues: plagiarism, inaccuracies, and bias in AI-generated responses, and student data privacy. While AI may be revolutionary in education, it is not new technology and can be leveraged for the benefit of students and foster a sense of belonging. The pandemic did not alter the course of education, but it did force people to rapidly adjust to a new reality and quickly establish new benchmarks for learning. Shantanu Sinha, the vice president and general manager for Google for Education, noted that “with the recent advances in artificial intelligence and other adaptive technologies, there are more ways to transform the future of school’ into a more ‘personal learning experience’” (Langreo, 2023).

To be clear, despite the advances in technology, the teacher will always be the core of the learning experience. The future of education is indubitably human. AI can streamline some tasks, allowing the teachers to scale themselves and offer more human connection with students. It is important to note that the role of the teacher in the classroom does need to wholly shift from a giver of knowledge to a designer of learning experiences to make this transition successful. If the goal is to truly improve learner confidence through choice and voice, then equitable education policy must provide students with the flexibility to pursue and align their personal strengths and interests by designing curricula tailored to the specific needs of historically underserved students (Gleason & Gerzon, 2013). Artificial Intelligence can help us do that.

The use of chatbots is one way to provide more support for the range of skills and needs of English learners. Many chatbots like Google Bard, Bing, Perplexity, or Pi, are free and can be accessed by students directly through a website. Chatbots can be used to ask both simple and complex questions, request summaries of articles, books, events, news, and more. Chatbots are capable of engaging in text-based conversations with users, providing responses, and generating human-like dialogue. They use sophisticated natural language processing techniques to understand and generate text in response to user prompts in a plethora of languages, making them a useful tool for natural language understanding and generation. Chatbots should not be seen as a method for students to cheat learning, but more as personal assistants to enhance understanding to improve their ability to understand content and communicate more effectively about that content.

Lesson design AI tools can be streamlined to help variability in student learning. These tools include Magicschool.ai, Diffit, Adobe Express, Curipod, Khanmigo, Canva Classroom Magic, and many more. Content creation and lesson design tools can help teachers save time by automating tasks such as planning, grading, and generating templates for writing prompts, educational handouts, student reports, project outlines, interactive videos, assessments, and plug-and-play content. While the generated content must always be checked and revised for specific student populations, hours of development time can be saved. Having the ability to easily create content can improve the ability to offer students choices based on their learning styles, cultural backgrounds, home language, interests, ability levels, and intelligences. Providing diverse options creates autonomy. When students are allowed to make choices, it shows that you have confidence in their abilities. This, in turn, helps to boost their confidence.

AI tools make it simpler to give students this level of autonomy. Imagine encountering a primary document written in the 1600s and your teacher telling you to analyze the language and draw conclusions. AI teaching aides like Hello History allow students to have life-like conversations with historical figures and hear personal perspectives on life, history, and the world from some of the most influential figures of all time. ChatPDF allows users to interact with PDF documents in a conversational format. This makes the content instantly more accessible. In addition to these, there are other teaching aides available, such as Goblin Tools. This is a collection of small, simple, single-task tools designed to help neurodivergent people with tasks that they find overwhelming or difficult. The tools break down directions into parts, and users can further simplify any subtasks if necessary. They can also check off completed tasks. Now, imagine the potential for learning that is unlocked when the barrier of language or organization has been removed.

The future of education is human; it is still the teacher. Artificial intelligence can empower the teacher to empower the students by enhancing the educational experience for all, regardless of their linguistic and cultural backgrounds.

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Dr. Angello Villarreal, a New Jersey educator who has been recognized on a national and state level for his transformative contributions to education and leadership. He was named a National K-12 Champion on Equity by the American Consortium on Equity in Education and one of the Top 5 Latino Leaders in New Jersey by the United States Latino Affairs. Currently, Dr. Villarreal teaches at Freehold Township High School and RAISE Academy. Advocacy is a center of Dr. Villarreal’s philosophy as all his research, work, community service, mentorship, and leadership focus on serving the students and their families’ needs. From creating after-school programs such as “The Brotherhood” to leading different projects, Dr. Villarreal believes working with the community is critical for the student’s success.

Dr. Shantel M. Scott, a secondary educator for over 20 years, aims to build calm, confident communicators through the development of innovative and personalized learning experiences. She advocates for social-emotional and culturally responsive technology integration to provide students with tools for self-reflection, self-discovery, and personal development. She holds a doctoral degree in Instructional Technology and Distance Education from Nova Southeastern University with a focus in online self-presentation. Utilizing her expertise as a Google for Education Certified Innovator and Trainer, Global GEG Leader, Monmouth University 2024 Social Justice Academy Fellow, and motivational speaker, alongside her business, The Learning Doctor Consulting, Dr. Scott guides educators globally in using technology to elevate student voices.

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