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 harm
• Belonging is deeper than welcoming. When you belong, you:
  • Feel like you have efficacy, voice, and choice
  • Can better control emotions and stay focused and on tasks
  • Connect and feel connected with others
  • See people that reflect you and how you view yourself
  • The ability to bring your whole self, unapologetically

Educators 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 career
• The 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 belonging
• Ensure that adults also have connections during their day

What happens when you feel you’re great at building relationships with students, EXCEPT for this ONE student?

• Unmet relationship needs can create challenging behaviors
• Don’t take it personally; remember, behavior is a form of communication
• See Equity Triage Tree Activity
• Know 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 school
• Offer a variety of spaces, places, and instructional styles
• Use inclusive practices and language
  • i.e., “families and caregivers” instead of “mom and dad”

Tools to explore

• Watch: Making Sure Every Child is Known (See resources below)
• Equity Triage Tree Activity
  • Split your class roster into thirds
    • Bottom third, easy to connect with
    • Middle third, not as easy to connect with but can still build relationships
    • Top third, most challenging to connect with
  • What 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-educators

National 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 | Sourcewell

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