"What do you mean, we have rights as minors?” Thirty pairs of quizzical eyes met mine. Brows furrowed in confusion. “Aren’t rights made by adults, for adults?”

Two years ago, my principal rolled an iPad cart into my classroom. I'd been challenged to design and implement a 1:1 iPad program that would enhance the highly structured academic curriculum already in place. I was bright-eyed and bushy-tailed as I set out on this technology adventure, but I quickly realized that trail-blazing wasn't all glitter and rainbows.

All people living collectively in Canada are “treaty people,” meaning that we all have rights and responsibilities for this land we call home.

As students transition from elementary to high school, teachers have an opportunity to practice gradually releasing control. Restroom privileges are a good place to start.

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

In my Grade 10 Canadian History course, students explore LGBTQ+ history the same way they explore the stories of many different Canadians in the context of our history.

Teaching is a great responsibility. I teach English and believe that the ability to communicate, at a personal and societal level, is what builds strong communities and ensures ownership over one’s future. Thus, it’s important that we teachers spend a lot of time on our craft—deliberating the best ways to teach and make lessons fun, interactive, and relatable to students. Professional development thrives on discipline pedagogy and school departments meet to align goals and assignments and to discuss data assessment.

“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.

In my role as a Black counselor in an educational setting, I am tasked with the unspoken responsibility of “handling” Black children.