We may believe we are creating inclusive, “multicultural” teaching environments, all while being completely unaware of the systemic racism that still impacts our students.

During our staff meeting that afternoon, my colleagues and I learned our school had six new students who were Syrian refugees.

"Why read when you can watch the movie?" In my eight years as an educator, no other sentiment has been quite so crushing to hear from children.

It's nice to think of the Internet as a wonderful invention that has made our lives both richer and more efficient. It's a nice notion and it's an accurate one—the Internet has changed our lives for the better. We can now communicate with people from all four corners of the globe. We can share, swap, and gain as much knowledge as we could ever want or need. There are no negatives associated with instant knowledge—or are there?

Stuttering is a hidden disability that affects up to 9% of children, meaning it's likely that many teachers will encounter a student with this speech impediment in their classroom.

When I reflect on my years working in classrooms with students, I think about how much time it took to access and use essential technology B.G. (before Google). I compare it with what it must have been like for people before electricity and after electricity. B.G.

It is widely accepted that digital tools and resources are vital to students’ success in the modern world. It is also widely believed that the only barrier to access is money.

Over the years, our ELL students have eagerly shared stories about an important festival that falls over spring break: Nowruz, the Persian New Year.

How can we create truly inclusive environments that support students with dyslexia in our multilingual classrooms?