The Belonging Collective

A Guest Blog by Lisa Hanifan

On a non-uniform day, Ilyan did not wear his street clothes like his peers; instead he proudly entered the classroom wearing his thobe. He didn’t just arrive that day; he showed up. And as he confidently made his way to his desk, he sat a bit taller and held his head a bit higher. It was evident that this 2nd grader was ready to learn. 

Much like adults, children thrive in an environment where they feel a sense of belonging. I’m lucky to be teaching in one of the most culturally and linguistically diverse districts in the state of Massachusetts, and my students come from countries as varied as Telangana, Morocco, Ireland and El Salvador. They bring with them different perspectives and experiences and each day I am reminded that fostering inclusion isn’t solely about celebrating diversity; it’s about cultivating a classroom environment where each student feels seen, heard, and valued because of their uniqueness. 

According to the Institute of Educational Services (IES), students with a strong sense of belonging are more likely to be engaged in school and to perform well academically. Students deserve the right to have their identities validated so we can ensure they are all successfully performing at the highest level possible. Ilyan was no exception.

Whether it is sharing family traditions, learning about the practice of Ubuntu, using cultural artifacts to solve math problems, or engaging in choral response, connecting to each other’s culture is a vehicle I use again and again to affirm and validate my students’ identities. As a result, I’ve witnessed first hand an increase in student agency. My students have become more comfortable and confident as their desire and willingness to take academic and social risks in the classroom has grown. It is deeply rewarding to see them step outside their comfort zones.  Where before my students saw only risks — raising their hand, despite being unsure of an answer or approaching a peer at recess, when typically they would play alone—they now see opportunities for connection. 

It may sound cliche, but representation truly does matter. It is imperative that students see themselves in the materials, curriculum and lessons that I use. Discussing identity through  picture books such as Nana Akuna Goes to School, and Spanish is the Language of My Family, then asking students to respond to questions such as “Who is represented in the story” and “Who is missing from the story,” teaches my kids to think critically about themselves and the world around them.  

We must recognize multilingualism as an asset and not a deficit. I center all the languages my students speak in our classroom. Student-created locker tags, written in multiple languages, become standard practice. When I commented on how beautiful Arabic writing was, Ilyan responded, “You really think Arabic is pretty?” Has no one ever told him before that it was?  Intentional shifts like these may seem small, yet they result in big wins. 

Parents and caregivers are my biggest asset. I look for every opportunity to welcome them into school to share their stories, in whatever language they are most comfortable in. When I encouraged Ilyan’s mom to be our surprise guest, she read a book in Arabic and discussed her nursing career. My students were so excited to ask questions and those that could, spoke to her in Arabic. I too learned a lot about Muslim culture from that one shared experience.  

Ongoing professional development for administrators and educators is necessary to continue this work. I feel fortunate to have attended the Reimagining Integration: Diverse and Equitable Schools (RIDES) Institute at the Harvard University Graduate School of Education which emphasized the ABCD’s of school integration: strong academics, belonging, dismantling racism, and appreciating diversity. District leaders should promote the importance of building relationships with families to gain a better understanding of the cultural norms that shape our students’ experiences. This understanding helps educators like me affirm students’ identities, promoting inclusion rather than inadvertently rejecting who they are. 

That day Ilyan volunteered to read the morning message for the first time all year. I watched him stand up, adjust his thobe and with the pointer in hand read in a loud and proud voice. His light continued to shine. All our students need the opportunity to show up in the same way, whether through their clothes, language, or books, so that we can all learn and grow together.

Lisa Hanifan has spent over 20 years in the education field where she has been a teacher, literacy coach, and most recently a special education administrator. She is passionate about literacy, inclusion, and equity and dedicated to ensuring ALL students have access to high quality materials and instruction, regardless of language, disability or zip code.

Lisa is Co-Director of Student Services in Revere Public Schools in Massachusetts and a former first grade teacher in Malden Public Schools. She is a Teach Plus Massachusetts Policy Fellowship alumna.