The Belonging Collective

A guest Blog by Dr. Lorena Franco

Very excited to bring you a new guest Blog from educator Dr Lorena Franco, Arkansas. Lorena focuses on how individual empathy and connection can transform the learning experience of an individual, in this case, George.

The bell rang, yet George stayed in his seat, pencil in hand, determined to finish a short written reflection about Hispanic Heritage Month. After learning from an animated video that Mexico has castles, the 6th grader showed a level of focus I had not seen in him before. He leaned forward, writing down facts, impressions, and questions.

For an 11 year old who often struggled to stay engaged, this quiet moment of genuine interest marked a turning point. George has a non-contagious skin condition that causes persistent itching, drawing unwanted attention to his appearance. He was teased relentlessly because of it and frequently lost focus. Amidst this, I noticed a spark and a desire to learn. I adapted George’s assignments, kept him close during lessons, and consistently encouraged him. I also collaborated with our counselor and special education team, and called his mother, not just to report concerns but to understand him better.

As an educator, I am dedicated to supporting students who struggle to integrate, whether socially, emotionally, behaviorally, or academically. George’s difficulties stemmed from his need to belong to the school community and the emotional burden of feeling different because he was perceived as different. Too many students like him navigate our school system feeling invisible or misunderstood. Students like George, who don’t fit the traditional mold, often require intentional, relationship-centered practices to fully engage in  learning. Research shows that a focus on belonging and connectedness helps these students—especially at-risk youth—perform better academically and feel better emotionally.

Understanding a child’s personal circumstances, family dynamics, emotional needs, health conditions, and home environment allows teachers like me to support students in ways that are most beneficial to them. Here are some ways to do just that: 

Make learning personal. With George, I relied on individualized one-on-one instruction, adapted worksheets, and scaffolded tasks such as picture supports, guided questions, and sentence frames to support comprehension.

I celebrated small victories and encouraged him consistently. This helped George succeed in my class, and with each achievement, his confidence grew. Soon, he began participating more actively, completing assignments with pride, and tracking his own improvement. To honor his growth, I created a small gallery wall in the classroom to display his work about Hispanic Heritage Month—a visible reminder that he belonged.

Ensure students feel safe. Students who feel different or isolated need predictable routines, patient teachers, and clear messages that they are valued. Professional development in trauma-informed practices, cultural competence, and relationship-building strategies can better equip educators to support students facing emotional or behavioral challenges.

Completing a course in the interpretation of children’s drawings enabled me to understand what a child may be expressing through their artwork, even when they cannot verbalize it. Reviewing George’s portfolio and observing his behavior helped me realize  that George needed help with fine motor skills, visuospatial perception, and attention. I connected George with our school counselor.

Be empathetic and consistent. During a parent–teacher conference with George’s mother, his math teacher, special education team, vice principal, and me, we developed a coordinated plan to sustain his growth. Each of us committed to reinforcing routines, positive communication, and clear expectations.

I use a daily log that must be signed at home, which serves as a means of communication between his mother and me; if necessary, I call her. This ensures that George doesn’t miss any assignments; if he doesn’t finish his classwork, he will have homework. This partnership strengthened what I often describe to my students as the educational triangle: the connection between school, home, and the learner.

George’s experience affirms what research consistently shows: connection is not an extra—it is essential. When compassion meets high expectations, new possibilities emerge.  George and every student in Arkansas deserve precisely that, and anything can happen, just like when George surprised me.

Dr. Lorena Franco is a 6-8 grade teacher at Maumelle Middle School in Maumelle, Arkansas, and 2025–2026 Teach Plus Arkansas Policy Fellow.