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

Ask any educator who has welcomed multiple learners with autism into his or her classroom, and you will find there is no set formula for ensuring academic success.

After 17 years of mostly reflection-free teaching, I’ve finally found the perfect space to force myself to stop, step back, and think about what I’m teaching. That place is Substack.

Students need to be allowed outside more often, and beyond just the playground—especially in areas where schools are the only green space.

I have lost count of the number of times I have been told that rules without relationships lead to rebellion. Yet today, relationships with students seem to be feared instead of embraced. Over the years, quite by accident, I have discovered that this precept from days gone by is critical to classroom rules and to learning itself. Relationships are an essential part of learning, especially relationships between teachers and students.

Languages other than English have never been top priority in the U.K., so when I was asked to teach French to my entire school, the prospect filled me with excitement.

“May it please the court.” For the past 13 years, I’ve heard middle and high school students utter these words in a simulated moot court competition.

I am a teacher in southern West Virginia, a region defined by stereotypes and hit hard by America’s opioid epidemic.

To many in the field, a poor first year of teaching is the first step in an accepted, almost ritualistic career timeline. Perspectives on a teacher’s first year seem to have shifted, though, since my generation entered the workforce.