SCHOOL DISTRICT NO. 73
Cocreating Inclusive Learning Environments: Diversity Representation at Dallas Elementary

In the 2022-2027 District Strategic Plan, we are committed to every student feeling personally and culturally safe and accepted in an inclusive environment in the Cultural and Identity Priority. A key strategy in this priority is to assist students to share ideas and perspectives that are respected in a safe and trusting learning environment.

Kelsey McCarthy, Teacher - Grade 3-4

For the month of February, representation has emerged as a common theme at Dallas Elementary School as students and teachers celebrate diversity and equity using the 2023 Diversity Short Film Festival platform to create an access point to amplify student voice. As unique as each teacher and their classes are in terms of when, and how they engage with the diversity videos, three highlighted teachers have shared that their students feel safe and comfortable communicating and interacting with one another respecting the ideas and beliefs of their classmates.  

First thing in the morning, Cecilia Brars' grade 5/6 class starts the day by watching and reflecting on each film to set the tone of inclusion and diversity for the day. Brar says, "The videos create space for students to see themselves, but also for them to reflect and connect with others on important concepts that are not always easily communicated. I look forward to the Film Festival each year and the stimulating discussions and important messaging it sends."

Grade 5/6 students shared examples of their thoughts regarding the Diversity Film Festival 

"Be yourself. It is important because it shows that you can be you."

"I think it is important because it gives you a good boost of confidence."

"I think it is important to know how to treat people."

"I think it is important because it's brain fuel."

In Kelsey McCarthy's grade 3/4 class, students are excited to watch the videos each day after lunch. McCarthy noticed when the class saw Diversity on the schedule, students would have their journals out before she even had to ask. McCarthy thought the primary slide deck was a useful tool to help strengthen her classroom community and allow for authentic real-life conversations. "Students were able to discover the meaning behind the videos on their own while being supported by the teacher rather than being talked to by the teacher. Some of the topics covered are hard to work into lessons in a genuine way but the videos made it easy to let the students guide the conversation." 

McCarthy engages students in diversity learning by first anticipating what students think the video is about based on the title and the visuals, watch the video, students then write or draw what they saw, what they heard, what they connected with, or what questions they might have. This was then followed by a whole class discussion driven by what students had written in their journals. Grade 3/4 student quotes: examples about student thoughts on specific videos:

Kids Talk About Diversity:

"Everyone is different and it's OK to be you!" Grade 3

"Diversity is kids sticking together." Grade 3 

Be a Mr. Jensen: "If you have something that no one understands it's a good thing because it might just lead you to your passion" Grade 3 

We're the Superhumans: "I think it means people can do stuff even if they are different. You should be able to do stuff just like other humans" Grade 4 

When grade 6/7 teacher Morgan Kolasa first learned of the Diversity Film Festival 4 years ago she was not sure how to implement the content into her teaching practice. "I have found success in discussion-based learning with small written reflections throughout the month. I have learned that it is extremely important to have a positive and comfortable classroom culture before diving into some of the topics the intermediate slides provide. Students need to feel comfortable in a judgment-free space in order to share their thoughts and beliefs." 

Morgan Kolasa, Teacher - Grade 6-7

Each day after morning fitness, as described by Kolasa, her "diverse, kind, and inclusive class" has taken significantly more time this year engaging in conversation because students feel comfortable sharing their backgrounds and experiences with diversity including LGBTQ2S+ families, a variety of religious beliefs, family of immigrants, and individuals who know or experience neurodiversity. In these conversations, students are confident in sharing their personal experiences and ask vulnerable questions to help deepen their understanding of vocabulary and diversity content. For example, a student embraced his "chaos," as something he loves about himself. Though he isn't always the tidiest in his learning area and in his work, he identified that he "loves his chaos because, in it, I learn so much." 

Another stand-out moment is when the class was watching a video that included individuals with diverse ethnicities. A student from Korea shared that it was "really neat seeing someone of her culture represented in a video." Another student whose parents are immigrants from Pakistan really took this lesson to heart. She went to the school library to ask for help locating books that "represent my culture and heritage." Kolosa said, "Seeing her face light up when the librarian pulled several books off the shelf was a moment I will carry forever." 

To conclude, Kolosa feels "privileged to have the opportunity to share these teachings with my students, and I have genuinely enjoyed learning alongside them."