LEARNING SUPERPOWER: FEELING VALUED AND INCLUDED

If we believe that our KM students deserve the best education then we need to harness the psychological superpower of learning that happens when our students feel valued and included in our schools.

Feeling valued and included positively impacts students’ academic and social development. When students feel like they are a valued part of their school community, they are more likely to feel motivated and engaged in their learning. They are more likely to participate in class discussions and activities, ask for help when they need it, and form positive relationships with their peers and teachers. On the other hand, students who feel excluded or marginalized often become disengaged and less motivated, which can lead to lower grades and a poorer overall school experience.

Creating a culture of inclusion and belonging helps to foster a positive and supportive school environment. When all students feel valued and included, it can help to create a sense of community and belonging within the school. This leads to a more positive and supportive school culture, where students feel comfortable seeking help and support when they need it. This also helps to reduce bullying and other forms of negative behavior, as students are more likely to respect and support one another in a positive and supportive school environment.

Long-term, experiencing inclusion and belonging in school helps prepare students for success in the real world (part of the KM mission). In todays increasingly diverse and globalized society, it is important for students to develop the skills and attitudes necessary to work effectively with people from a variety of backgrounds. By fostering a culture of inclusion and belonging in schools, students can learn to value diversity and understand the importance of respecting and valuing others with whom they will live and work. This will help them to become more empathetic and understanding individuals, and better equipped to succeed in a world that is increasingly interconnected and diverse.

Our KM teacher and administrators worked for years to develop and directly implement practices that promote the teaching spaces where our KM children can feel valued and included and engage their superpower for learning. They know their practices matter. They also know there is more room to continue to improve. Comments by some school board members critique our professional teachers’ and administrators’ implementation of these well-established practices. The school board’s recent reformations of some district policies (such as the KMORRs) hamstring our teachers and administrators from implementing best-practices in teaching and learning for our students. Our teachers and administrators need our support so that they can continue to implement these superpower practices that we know promote the best teaching and learning for our children.