Social Awareness: Adult

Identity

Belonging

Agency

Adults acknowledge that the dominant culture of schools and society, among other factors, often puts students from marginalized backgrounds at risk of stress, alienation, and disengagement. Adults recognize the genius of all students, peers, and families; elevate commonalities and connections; and celebrate differences between diverse groups.

Adults recognize that all teaching and learning is social and emotional. Adults acknowledge that the historical, political, cultural, community, and family experiences that students bring to the learning environment influence the way students express and perceive emotions. Adults show empathy, stay curious, and strive to understand the actions and perspectives of students and other adults.

Adults prioritize diversifying the curriculum, building trusting relationships, and creating an intentional learning community centered on compassion and respect. Adults understand that you have to reach and engage students before you teach them every day and in every subject. Adults support students to take ownership of the learning environment, including creating clear community agreements. Adults work to create brave spaces that use reflective listening and honor both differences and commonalities.

Adults model and normalize accessing resources and assistance. They mentor students to become engaged, informed, and supportive community members.

Adults are aware of the ways group and power dynamics can help or impede learning, development, and inclusion. Adults elevate marginalized voices to increase a sense of belonging for all.

Adults can identify and explain how power and privilege can perpetuate inequities and contribute to marginalization. Adults are aware of the historical and current inequities and the social issues of the community in which they work or live.

Adults model how to contribute to one's community by sharing their passion and the process of identifying and collaboratively addressing inequities.