Creating an Inclusive Environment

One of the most powerful prevention strategies we can embrace is cultivating a classroom culture grounded in belonging and care. Some of our students carry adverse or even traumatic learning histories with them, and it’s our responsibility to help shift their perspective from feelings of exclusion and disconnection to a sense of inclusivity and acceptance.

When students feel safe and that they truly belong, they thrive. This is true for all of us! Conversely, when we feel unsafe or excluded, we may not be in place to regulate our emotions—making learning difficult and often leading to behaviors that may hinder growth.

In order to create new and positive experiences, we need to start with some intentional actions: building strong, trusting relationships, showing genuine interest in their passions, instilling confidence in their potential, and reframing how we see behavior. A culture of belonging is where true learning and flourishing begins.

This is the foundation where we begin. Without a trusting relationship, students are unlikely to take the risks necessary for learning and growth—and learning itself is a significant risk! Building strong, authentic connections starts with showing genuine interest in their passions, instilling confidence in their abilities, and reframing how we view behavior. In the sections below, we’ll explore each of these strategies in greater depth.

Every student has a passion—sometimes several! These can range from superheroes, Disney characters, and drawing, to more niche interests like miniature food preparation. The sky’s the limit! These passions are what light up our students and drive their engagement.

Naturally, we gravitate toward people who show genuine interest in what excites us. I’m much more likely to connect with someone who takes an interest in my love of dogs or my passion for the great outdoors. They don’t need to love dogs or enjoy camping, but showing curiosity when I share about these things instantly builds rapport. It’s the same for our students! Simply asking, "Tell me about your drawing!" or "How did they make that McDonald's meal so tiny?!" demonstrates we care about their passions.

I once worked with a student who loved different animated characters and drawing. We bought some inexpensive IKEA frames and displayed his artwork in our little coffee shop. Seeing his creations on display filled him with pride. It was a simple but powerful way to show him we valued what he loved. By celebrating our students' passions, we show them that their interests matter, strengthening connection and trust in meaningful ways.

Stay tuned for creative ways that incorporate student passions and facilitate learning and engagement. Keep an eye out for this in an upcoming newsletter.

Every student comes with a unique learning history. Some have had highly positive experiences, while others, unfortunately, have faced more difficult ones. Perhaps everything was done for them, leading to the belief that they can’t do things on their own. Others may have experienced adverse or even traumatic events that left a lasting impact. Whatever the case, it’s our responsibility to build their confidence and empower them to believe in their abilities. Below are some actionable strategies to help foster self-confidence and resilience in our students, helping to create an inclusive environment:

1) Be mindful of how we speak about our students
Words have incredible power. Our students are often aware of what’s being said around them. Speaking negatively about students can be hurtful and damaging to their self-esteem. When discussing students with colleagues, ensure those conversations happen privately. In front of others, speak positively! For example, instead of saying, "Annie is being so loud and disruptive" try, "Annie is so excited to learn today!" A shift in language can change the tone of the classroom and reinforce a more inclusive environment.

2) Harness the power of "yet"
Sasha Long from The Autism Helper emphasizes the power of "yet," and I’m a firm believer in it, too! Adding "yet" to a statement about a student's progress conveys optimism and belief in their growth. Instead of saying, "Annie isn’t doing double-digit addition," say, "Annie isn’t doing double-digit addition yet, but she’s making amazing progress with single-digit addition!" This small word reinforces a growth mindset and encourages perseverance.

3) Begin the day with positive affirmations
In my classroom, positive affirmations transformed the way we started each day. Below is the positive affirmation slide I created for my class. We kept it simple, incorporating pictures, simple phrases, and gestures so all students could participate. Within weeks, all the students learned the affirmations and participated with smiles and growing confidence.

Below is another example of a positive affirmations slide belonging to Samantha (Monson) Ellestad from St. Paul.

To strengthen the impact, repeat your classroom affirmations throughout the day when appropriate. For example, during a challenging task, say, "I do great things" to boost motivation. If a student is upset, remind them with phrases like, "I am seen," "I am heard," or "I am loved" depending on the situation.

If you'd like to bring this strategy into your classroom, I’ve created a slide with positive affirmations ready to use located in the Resources section.

Being an autism educator is deeply rewarding, but it also comes with unique challenges. We are responsible for delivering comprehensive educational programs that go beyond academics to include communication support, sensory integration, and self-regulation skills. When challenges arise and burnout creeps in, it’s understandable that thoughts like, “They can do it, they just don’t want to,” or “Are they just testing my patience?” may cross your mind.

Instead of getting stuck in these unhelpful thoughts, try approaching the situation with curiosity. Ask yourself: Why is Annie running around the classroom first thing in the morning? Why does Tony tear up his math work as soon as it’s handed to him? What need are they trying to communicate?

When we reframe behavior as an attempt to meet a need, we shift away from blame and move toward understanding. This perspective not only deepens our empathy but also helps us identify strategies to support students more effectively. This makes our work more manageable and purposeful, transforming challenges into opportunities for growth. By reframing behavior, we focus on solutions instead of feeling stuck, all while keeping student needs at the center.

Check out the Winter Sports unit in Themes First!, which includes original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

The next Themes First! release, An Ocean of Life, is ready to prep!

💡Print all the activities you plan to use for the upcoming month as soon as they become available. Put printed activities in a "prep" area equipped with a laminator, file folders, Velcro, labels, and baggies. If you have a large laminator, laminate all the activities at once! When you and your team have a few minutes to spare, laminate, cut, and Velcro. It helps to organize activities in trays by "Needs to be Prepped" and "Finished." Don't forget to teach your team how to prep the activities and to model this new expectation. Check out the How to Prep a Month-Long Themes First! Unit below.

Count Down to Winter Break

Schedule Changes

Class Parties

Structuring Crafts

Classroom Routines

Introduction

Teaching Routines

Classroom Slide Deck

Arrival Routine

Check Schedule Routine

Expectations

Resources for the New Year Series

STAR Media Center Updates

Caregiver Survey

Home-School Communication

Reset Checklist Visuals

2023-2024 Tuesday Tips & Tricks Newsletters

Feel free to contact me with any questions or concerns via email or phone. I'm also available to chat via Zoom Mondays from 7:30-8:00 AM and 3:00-3:30 PM. If these times do not work for your schedule, please email me and we will find a time that will work for both of us.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.

Tuesday Tips 'N' Tricks is made possible by Minnesota Low Incidence Projects