Classrooms are more than academic spaces; they are places where trust, safety, and connection grow. The physical environment communicates a sense of belonging through its layout, color, and materials, shaping how students feel and engage with the space. When those environments intentionally invite creative expression, research shows they strengthen student wellbeing by helping learners process emotions, reduce stress, and build resilience (Henriksen et al., 2025; Zarobe & Bungay, 2017). Arts integration also strengthens academic achievement, with studies showing gains in math when visual arts are linked to literacy and numeracy instruction (DeMoss & Morris, 2012).<\/p>\n\n\n\n
Creative Outlet Spaces and Illustrative Notes <\/strong><\/p>\n\n\n\n Creative outlet spaces, small areas for drawing, collage, or writing, offer low\u2011stakes ways for students to regulate emotions and express identity. Color, texture, and movement help students settle, focus, and reconnect with themselves, especially those who internalize stress (Beauregard, 2014). Shared creative routines strengthen belonging and emotional awareness, deepening connections between students and teachers (Jankowska & Atlay, 2008; Beauregard, 2014).<\/p>\n\n\n\n Building on these benefits, <\/strong>visual note\u2011taking provides another gentle entry point for expression. Simple sketches, icons, and spatial layouts help learners organize ideas in ways that feel intuitive and calming. Research shows that drawing information produces robust gains in recall compared to writing alone, because it engages multiple modalities of learning (Wammes et al., 2016). As Terada (2018) emphasizes, sketchnoting works best when classrooms provide varied materials and keep the practice ungraded. When classrooms make space for illustrative notes, blank paper, markers, and shared symbol libraries, they extend the same benefits as other creative micro\u2011spaces: belonging, focus, and authentic expression. <\/p>\n\n\n\n Environmental Design as a Protective Factor <\/strong><\/p>\n\n\n\n Environmental design amplifies these benefits. Micro\u2011spaces such as sketch stations, reflection corners, collage bins, or \u201cWhat I Need Today\u201d boards signal that students\u2019 feelings and experiences are welcome. Even simple materials, such as scrap paper, markers, and visual prompts, can create openness and safety. Creative environments encourage students to take risks, explore ideas, and engage with unconventional materials, supporting both creative thinking and emotional expression (Jankowska & Atlay, 2008).<\/p>\n\n\n\n Representation deepens this impact. When students see culturally responsive visuals, multilingual prompts, student\u2011created displays, and identity\u2011based artwork, they feel recognized and valued. This sense of representation supports autonomy and belonging, key factors in adolescent wellbeing (Korinek, 2021).<\/p>\n\n\n\n Educators do not need to act as mental health providers to create supportive environments. The goal is not diagnosis or treatment, but the cultivation of protective factors: belonging, predictability, creative outlets, and supportive adults. Creative learning environments help students feel comfortable trying new things, making mistakes, and expressing themselves without fear of judgment. They also promote persistence, teamwork, and problem\u2011solving skills that support both academic and emotional growth (Siu & Chan, 2020).<\/p>\n\n\n\n Creative outlet spaces also strengthen student advocacy. Visual tools such as \u201cWhat Helps Me Learn\u201d boards, identity collages, or color\u2011based reflections allow students to communicate their needs and strengths in ways that feel safe and authentic. These practices help students build confidence and voice while giving educators insight into what supports each learner (Siu & Chan, 2020).<\/p>\n\n\n\n As educators look ahead, the question becomes: What is one creative practice you can begin tomorrow? It might be a color check\u2011in at the start of class, a mini sketch station near the door, or a reflection corner with sticky notes and prompts. These small choices add up. When classrooms become places where students can express themselves freely and safely, connection grows, and well-being follows.<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Beauregard, C. (2014). Effects of classroom-based creative expression programs on children\u2019s well-being. The Arts in Psychotherapy<\/em>, 41<\/em>(3), 269\u2013277. <\/p>\n\n\n\n DeMoss, K., & Morris, T. (2012). How arts integration supports student learning: Students shed light on the connections<\/em>. Chicago, IL: Chicago Arts Partnerships in Education.<\/p>\n\n\n\n Elpus, K. (2013). Arts education and positive youth development: <\/em>Cognitive, behavioral, and social outcomes of adolescents who study the arts<\/em>. National Endowment for the Arts. <\/p>\n\n\n\n Henriksen, D., & R. K. Sawyer. (2025). Creative engagement for well-being: Implications for growth and learning. The Journal of Creative Behavior<\/em>, 59<\/em>(3). https:\/\/doi.org\/10.1002\/jocb.70047<\/a>. <\/p>\n\n\n\n Jankowska, M., & Atlay, M. (2008). Use of creative space in enhancing students\u2019 engagement. Innovations in Education and Teaching International<\/em>, 45<\/em>(3), 271\u2013279. https:\/\/doi.org\/10.1080\/14703290802176162<\/a> <\/p>\n\n\n\n Kaimal, G., Ray, K., & Muniz, J. (2016). Reduction of cortisol levels and participants\u2019 responses following art making.<\/em> Art Therapy<\/em>, 33<\/em>(2), 74\u201380. https:\/\/doi.org\/10.1080\/07421656.2016.1166832<\/a> <\/p>\n\n\n\n Korinek, L. (2021). Supporting students with mental health challenges in the classroom. Preventing School Failure: Alternative Education for Children and Youth<\/em>, 65<\/em>(2), 97\u2013107. https:\/\/doi.org\/10.1080\/1045988X.2020.1837058<\/a> <\/p>\n\n\n\n Siu, A. F. Y., & Chan, A. H. C. (2020). Multimodal expressive arts in school counseling: a strength-based intervention program for academic underachievers in secondary schools. Asia Pacific Journal of Counseling and Psychotherapy<\/em>, 11<\/em>(2), 139\u2013158. https:\/\/doi.org\/10.1080\/21507686.2020.1771603<\/a><\/p>\n\n\n\n Terada, Y. (2018). How and why to introduce visual note\u2011taking to your students. Edutopia. https:\/\/www.edutopia.org\/article\/how-and-why-introduce-visual-note-taking-your-students<\/a><\/p>\n\n\n\n U.S. Department of Education, Office of Innovation and Improvement. (2012). Arts in education: Opportunities for impact<\/em>. Washington, DC: U.S. Department of Education.<\/p>\n\n\n\n Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology<\/em>, 69<\/em>(9), 1752\u20131776. https:\/\/doi.org\/10.1080\/17470218.2015.1094494<\/a> <\/p>\n\n\n\n Zarobe L, Bungay H. The role of arts activities in developing resilience and mental wellbeing in children and young people a rapid review of the literature. Perspectives in Public Health<\/em>. 137<\/em>(6), 337-347. https:\/\/doi:10.1177\/1757913917712283<\/a> <\/p>\n\n\n\n For more information, contact Kristen O\u2019Sullivan (osullivankj@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Classrooms are more than academic spaces; they are places where trust, safety, and connection grow. The physical environment communicates a sense of belonging through its layout, color, and materials, shaping how students feel and engage with the space. When those environments intentionally invite creative expression, research shows they strengthen student wellbeing by helping learners process […]<\/p>\n","protected":false},"author":1847,"featured_media":394,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9,7,13],"tags":[],"class_list":["post-537","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-behavior","category-inclusive-practices","category-intellectual-disabilities"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/537","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=537"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/537\/revisions"}],"predecessor-version":[{"id":538,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/537\/revisions\/538"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/394"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=537"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=537"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=537"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":539,"date":"2026-10-02T19:53:13","date_gmt":"2026-10-02T19:53:13","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=539"},"modified":"2026-10-02T19:53:14","modified_gmt":"2026-10-02T19:53:14","slug":"adult-decisions-supported-decision-making-and-guardianship","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/10\/02\/adult-decisions-supported-decision-making-and-guardianship\/","title":{"rendered":"Adult decisions:\u00a0Supported decision making and guardianship"},"content":{"rendered":"\n For parents, navigating the transition from high school to adulthood for students with significant disabilities can be unnerving. Questions may arise, such as: Where will my child live, work, play, or go to school? How will my child with significant disabilities maneuver complex life decisions? Moreover, ultimately, where do I go for support? These simple questions may prove challenging for families to answer, but there are resources available that address guardianship and supported decision-making. <\/p>\n\n\n\n Guardianship is a legal process in which a court appoints someone to make decisions for an individual (Landa et al., 2023). Once granted, guardianship gives parents, caregivers, or other persons the legal authority to exercise either some or many important rights on behalf of adults with Intellectual and Developmental Disabilities (IDD) (Landa et al., 2023). These rights may include the ability to vote, marry, enter into any legal contract, manage finances, direct services, and consent to health care (Landa et al., 2023). Each of these rights is important to how all adults live, work, and play. <\/p>\n\n\n\n Landa et al. (2023) share that guardianships can create significant legal barriers for adults with IDD who wish to make their own life decisions. For example, guardianship has prevented some adults with IDD from using cell phones, choosing where to live, seeing friends and family, and spending their own money. This takes away a student’s ability to make their own decisions and to be independent. As educators, we can support families by sharing information about supported decision-making and other helpful resources.<\/p>\n\n\n\n For educators, explaining guardianship should be discussed early and often, especially for students with significant disabilities. There are resources available for families. The Virginia Department of Education (VDOE) provides literature on Critical Decision Points<\/a>. Critical Decision Points is a guide to help families of children with disabilities understand key points for their child\u2019s academic success and the decisions they will need to make beyond K-12. The I\u2019m Determined Center provides five web-based training modules available in I\u2019m Determined: Critical Decision Points for Families with Disabilities<\/a>. The Center on Transition Innovations (CTI) shares a Topical Paper on Supported Decision-Making<\/a>, which includes valuable resources to help families make important decisions about guardianship. <\/p>\n\n\n\n Supported decision-making (SDM) is a philosophy of inclusion and an extension of self-determination (Shogren et. al., , 2017). SDM aims to inspire a shared commitment to including individuals in their own decision-making and greater inclusion, both of which can lead to meaningful participation and respect in education, employment, training, and community. <\/p>\n\n\n\n Students and young adults with IDD should be empowered to participate in their own post-secondary planning as much as possible. Their participation fosters greater self-determination and self-reliance, and the ability to reap the benefits, such as a higher quality of life through higher wages, financial independence, community integration, and post-high school success in employment and independent living (Wehmeyer & Palmer, 2003; Shogren et al., 2017). Policymakers and civil society organizations are increasingly encouraging parents and caregivers to consider alternatives to guardianship that allow adults with IDD to retain their rights and exercise greater control over their lives (Landa et al., 2023).<\/p>\n\n\n\n Adulthood is a right of passage often taken for granted in many households, and for students with significant disabilities, adulthood is full of unknown challenges; however, when we partner with families to provide resources and guidance, the journey to adulthood can be intentional and informative.<\/p>\n\n\n\n Web Links <\/p>\n\n\n\n Center on Transition Innovations: Supported Decision Making: https:\/\/centerontransition.org\/resources\/publications\/download.cfm?id=156<\/a><\/p>\n\n\n\n Virginia Department of Education: Critical Decision Points: https:\/\/www.doe.virginia.gov\/programs-services\/special-education\/information-for-families\/critical-decision-points<\/a><\/p>\n\n\n\n Virginia Department of Education: VA Family Guide to Special Education: https:\/\/www.doe.virginia.gov\/home\/showpublisheddocument\/890\/638454983326630000<\/a><\/p>\n\n\n\n References<\/p>\n\n\n\n Landa, C., Smith, M. S., Hall, A. C., Bose, J., Timmons, J. C., & Stein, M. A. (2023). What is known about schools\u2019 transfer of rights practices for students with intellectual and developmental disabilities. The Journal of Special Education<\/em>, 57<\/em>(3), 142\u2013151. https:\/\/doi.org\/10.1177\/00224669221147256 <\/a><\/p>\n\n\n\n Shogren, K. A., Wehmeyer, M. L., Lassmann, H., & Forber-Pratt, A. J. (2017). Supported decision making: A synthesis of the literature across intellectual disability, mental health, and aging. Education and Training in Autism and Developmental Disabilities<\/em>, 52<\/em>(2), 144\u2013157. https:\/\/doi.org\/10.1177\/215416471705200205<\/a> <\/p>\n\n\n\n Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities<\/em>, 38<\/em>(2), 131\u2013144. https:\/\/doi\/10.1177\/215416470303800202<\/a><\/p>\n\n\n\n For more information, contact LaTonja Wright (wrightly2@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" For parents, navigating the transition from high school to adulthood for students with significant disabilities can be unnerving. Questions may arise, such as: Where will my child live, work, play, or go to school? How will my child with significant disabilities maneuver complex life decisions? Moreover, ultimately, where do I go for support? These simple […]<\/p>\n","protected":false},"author":1847,"featured_media":65,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13,8],"tags":[],"class_list":["post-539","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-intellectual-disabilities","category-secondary-transition"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/539","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=539"}],"version-history":[{"count":2,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/539\/revisions"}],"predecessor-version":[{"id":541,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/539\/revisions\/541"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/65"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=539"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=539"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=539"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":542,"date":"2026-10-02T19:53:02","date_gmt":"2026-10-02T19:53:02","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=542"},"modified":"2026-10-02T19:53:04","modified_gmt":"2026-10-02T19:53:04","slug":"partnering-with-families-reframing-family-involvement-in-the-assistive-technology-process","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/10\/02\/partnering-with-families-reframing-family-involvement-in-the-assistive-technology-process\/","title":{"rendered":"Partnering with families: Reframing family involvement in the Assistive Technology process"},"content":{"rendered":"\n Although educational laws require schools to involve families as equal partners in the Assistive Technology (AT) process, many families report being limited in their involvement. Research by Dr. Angel Morgan and the Center on Inclusive Technology Education Systems (CITES) found that only 38% of families reported being asked about their technology goals and planning, and fewer than half were asked about the hardware or software needed (Israel, 2023). Involving families more fully can help address common barriers to AT implementation, such as mismatched expectations, limited stakeholder buy-in, device underutilization, and abandonment. School team leaders should foster collaborative, family-centered, and culturally responsive partnerships throughout AT decision-making processes.<\/p>\n\n\n\n Family-centered AT decision-making considers the child\u2019s characteristics, family concerns, technology features, and service system factors (Parette & Brotherson, 2004). Families offer valuable knowledge about their child and can identify technology gaps, training needs, and barriers across home and community settings (Israel, 2023). Rather than positioning school professionals as the \u201conly experts,\u201d teams should position professionals as informants and advisors while recognizing families as essential decision-makers (Wilcox et al., 2006).<\/p>\n\n\n\n Before beginning AT decision-making, leaders should identify families\u2019 existing knowledge of AT and consider how cultural and linguistic backgrounds influence their goals, beliefs, and expectations. Failing to respect these perspectives can reduce family participation and AT buy-in (Parette & Brotherson, 2004). Teams can use the U.S. Department of Education’s Myths and Facts Surrounding Assistive Technology Devices and Services<\/em><\/a> document to address misconceptions and build shared understanding with families. When differences remain, professionals should respect family perspectives and adapt professional AT recommendations to the family\u2019s values and beliefs. Including families in the SETT framework (Zabala, 2020) and feature-matching process can ensure that family resources and potential stressors are considered before procuring AT devices (Parette & McMahan, 2002; Wilcox et al., 2006). <\/p>\n\n\n\n Once a device is obtained, barriers to AT implementation may persist across settings, including differences in home communication, limited family resources, and limited child motivation. Many families express a need for ongoing training, yet professional training frequently excludes families or lacks sustainable strategies for AT implementation (Dunst et al., 2011). School leaders can address these needs by involving families in an Assistive Technology Implementation Plan<\/a> that identifies ongoing training and support needs. Training is most effective for professionals and families when they incorporate role-playing, guided practice, and real-life application (Dunst et al., 2011).<\/p>\n\n\n\n School and division AT teams can strengthen family engagement in the AT process by completing the CITES Self-Assessment: Family Engagement Practices<\/a>, which helps school leaders set goals to improve family-centered technology practices. Family-centered strategies may include organizing family engagement groups, conducting technology surveys and workshops, providing online AT resources and tutorials, and offering community AT resources (Israel, 2023). Ultimately, meaningful family engagement in the AT process requires schools to move beyond inviting families to participate and instead recognize them as equal partners whose knowledge, perspectives, and experiences are essential to successful AT implementation across a child\u2019s lifespan. For more information on assistive technology resources for families, please visit https:\/\/ttac.vcu.edu\/topic-areas\/assistive-technology\/information-for-families\/<\/a>.<\/p>\n\n\n\n References<\/p>\n\n\n\n Dunst, C., Trivette, C., Meter, D. & Hamby, D.W. (2011). Influences of contrasting types of training on practitioners\u2019 and parents\u2019 use of Assistive Technology and Adaptations with infants, toddlers, and preschoolers with disabilities. Practical Evaluation Reports<\/em>, 3<\/em>(1), 1-35.<\/p>\n\n\n\n e-families-in-tech-partnerships\/<\/a> <\/p>\n\n\n\n Parette, H.P. & Brotherson, M.J. (2004). Family-centered and culturally responsive assistive technology decision making. Infants and Young Children<\/em>, 17<\/em>(4), 355-367. https:\/\/doi.org\/10.1097\/00001163-200410000-00008 <\/a><\/p>\n\n\n\n Parette, P. & McMahan, G.A. (2002). What should we expect of assistive technology? TEACHING Exceptional Children<\/em>, 35<\/em>(1), 56-61.<\/p>\n\n\n\n U.S. Department of Education. (2024). Myths and facts surrounding assistive technology devices and services<\/em>.<\/p>\n\n\n\n Wilcox, M.J., Dugan, L.M., Campbell, P.H., & Guimond, A. (2006). Recommended practices and parent perspectives regarding AT use in early intervention. Journal of Special Education Technology<\/em>, 21<\/em>(4).<\/p>\n\n\n\n Zabala, J. (2020). The SETT Framework: A Model for Selection and Use of Assistive Technology Tools and More. Perspectives on Inclusive Education<\/em>, 14<\/em>, 17-36. https:\/\/f9ab9d45-0285-4848-bfe4-24f68ce1fd58.filesusr.com\/ugd\/f175f6_ec3c70fa5f4f4f72afb6f995ff304e88.pdf<\/a><\/p>\n\n\n\n For more information, contact Kayla Malaney (malaneyk@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Although educational laws require schools to involve families as equal partners in the Assistive Technology (AT) process, many families report being limited in their involvement. Research by Dr. Angel Morgan and the Center on Inclusive Technology Education Systems (CITES) found that only 38% of families reported being asked about their technology goals and planning, and […]<\/p>\n","protected":false},"author":1847,"featured_media":232,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,11,7,13],"tags":[],"class_list":["post-542","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assistive-technology","category-autism","category-inclusive-practices","category-intellectual-disabilities"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/542","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=542"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/542\/revisions"}],"predecessor-version":[{"id":543,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/542\/revisions\/543"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/232"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=542"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=542"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=542"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":525,"date":"2026-09-01T14:06:53","date_gmt":"2026-09-01T14:06:53","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=525"},"modified":"2026-09-03T15:45:34","modified_gmt":"2026-09-03T15:45:34","slug":"welcome-our-new-program-specialist-adaisha-gibson","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/welcome-our-new-program-specialist-adaisha-gibson\/","title":{"rendered":"Welcome our new Program Specialist Adaisha Gibson!"},"content":{"rendered":"\n Adaisha Gibson is thrilled to share a bit about her journey in education, literacy, and community with everyone. Her career with Sussex County Public Schools began in 2015 as a fifth grade teacher before she transitioned to teaching 11th grade English. In 2020, she stepped into her current role as the division Reading Specialist, where she had the privilege of supporting literacy instruction across the elementary, middle, and high schools. Her educational path started with a Bachelor of Arts in English from Elizabeth City State University where she was inducted into Sigma Tau Delta, an international honor society for students of English and became a proud member of Sigma Gamma Rho Sorority, Inc. These accomplishments were followed by a Master\u2019s degree as a Reading Specialist from Liberty University. Today, she is continuing her professional growth at Virginia State University, working toward an endorsement in Administration and Supervision. Fond of all things inclusive, she is deeply passionate about applying evidence-based strategies across all content areas and supporting her fellow educators in creating welcoming, high-impact classrooms. Beyond the school walls, her favorite job is keeping up with her energetic five year old son, who keeps her inspired every single day. Contact Adaisha at gibsona9@vcu.edu<\/a>.\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":" Adaisha Gibson is thrilled to share a bit about her journey in education, literacy, and community with everyone. Her career with Sussex County Public Schools began in 2015 as a fifth grade teacher before she transitioned to teaching 11th grade English. In 2020, she stepped into her current role as the division Reading Specialist, where […]<\/p>\n","protected":false},"author":1847,"featured_media":520,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-525","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-staff"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/525","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=525"}],"version-history":[{"count":2,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/525\/revisions"}],"predecessor-version":[{"id":527,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/525\/revisions\/527"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/520"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=525"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=525"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=525"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":512,"date":"2026-09-01T14:06:42","date_gmt":"2026-09-01T14:06:42","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=512"},"modified":"2026-09-01T14:06:43","modified_gmt":"2026-09-01T14:06:43","slug":"welcome-our-new-program-specialist-madelyn-leigh","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/welcome-our-new-program-specialist-madelyn-leigh\/","title":{"rendered":"Welcome our new Program Specialist Madelyn Leigh!"},"content":{"rendered":"\n Madelyn Leigh joins the TTAC at VCU team as a Program Specialist in Curriculum and Instruction. She earned her Bachelor of Arts in Elementary Education and French Studies from Wake Forest University and a Master of Science in Instructional Design from Grand Canyon University. She began working in Chesterfield County Public Schools as a Kindergarten Teacher at Falling Creek Elementary School. In 2024, after earning her endorsement in English as a Second Language (ESL), she transitioned to Bellwood Elementary School, where she taught ESL with a focus on reading until 2026. Madelyn is passionate about inclusive education, evidence-based literacy instruction, and empowering educators with practical strategies that support multilingual learners and students with disabilities. She is excited to partner with educators and teams across the region to foster meaningful learning experiences and improve outcomes for all students. <\/p>\n\n\n\n Contact Madelyn at leighm2@vcu.edu<\/a>.\u00a0<\/p>\n\n\n\n <\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Madelyn Leigh joins the TTAC at VCU team as a Program Specialist in Curriculum and Instruction. She earned her Bachelor of Arts in Elementary Education and French Studies from Wake Forest University and a Master of Science in Instructional Design from Grand Canyon University. She began working in Chesterfield County Public Schools as a Kindergarten […]<\/p>\n","protected":false},"author":1847,"featured_media":521,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-512","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-staff"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/512","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=512"}],"version-history":[{"count":5,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/512\/revisions"}],"predecessor-version":[{"id":528,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/512\/revisions\/528"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/521"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=512"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=512"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=512"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":503,"date":"2026-09-01T14:06:27","date_gmt":"2026-09-01T14:06:27","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=503"},"modified":"2026-09-01T14:06:28","modified_gmt":"2026-09-01T14:06:28","slug":"starting-the-school-year-with-three-evidence-based-instructional-practices-for-mathematics","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/starting-the-school-year-with-three-evidence-based-instructional-practices-for-mathematics\/","title":{"rendered":"Starting the school year with three evidence-based instructional practices for mathematics"},"content":{"rendered":"\n For decades, K\u201312 mathematics education has been framed as a debate between procedural fluency and conceptual understanding. However, effective mathematics instruction is not an either-or proposition. Evidence-based teaching intentionally connects concrete experiences, visual representations, and strategic problem-solving to build both conceptual understanding and procedural fluency (Witzel et al., 2008; Powell & Fuchs, 2018). While there are many evidence-based instructional practices for mathematics, let’s begin by focusing on three practices to set the foundation for yearlong success for all students.<\/p>\n\n\n\n 1. Explicit instruction and the CRA Framework<\/strong><\/p>\n\n\n\n Research identifies explicit instruction as a critical practice for introducing new concepts and supporting struggling learners (Aceves & Kennedy, 2024; Archer & Hughes, 2011). Hattie’s Visible Learning<\/em> research reports an effect size of 0.59, exceeding the 0.40 “hinge point” associated with accelerated student learning (Hattie et al., 2017). Through systematic instruction, including modeling, guided practice, immediate feedback, independent application, and active engagement, explicit instruction minimizes ambiguity and supports mastery. (Follow this link for more information on explicit instruction<\/a> )<\/p>\n\n\n\n Explicit instruction pairs naturally with the Concrete-Representational-Abstract (CRA) framework. First, students build understanding through concrete experiences using manipulatives such as base-ten blocks or algebra tiles (PaTTAN, 2020). Then, instruction progresses to visual representations before connecting students to abstract mathematical symbols. This sequence helps students link concrete, representational, and abstract thinking, deepening conceptual understanding and reducing reliance on memorization (PaTTAN, 2020). When the concrete and representational stages are skipped, students often learn procedures without understanding the underlying concepts. (Follow this link for more on CRA<\/a>)<\/p>\n\n\n\n 2. Schema-based strategies for problem solving<\/strong><\/p>\n\n\n\n A common practice in problem-solving instruction is teaching students to rely on keywords. For example, students may assume that the word altogether<\/em> always signals addition. Research shows this approach becomes increasingly unreliable as problems grow more complex (Powell et al., 2022). In a review of 214 routine word problems, keywords correctly identified the operation less than 50% of the time in single-step problems and less than 10% of the time in multi-step problems (Powell et al., 2022).<\/p>\n\n\n\n Instead, research supports combining explicit instruction with Schema-Based Instruction (SBI), which teaches students to identify the underlying mathematical structure, or schema, of a problem (Powell et al., 2022; What Works Clearinghouse, 2021). Common schemas include additive structures (i.e., change, group, compare) and multiplicative structures (i.e., equal groups, ratios). Students learn to connect problem information to schema-based graphic organizers before writing equations, helping them focus on relationships rather than keywords (What Works Clearinghouse, 2021). These organizers build transferable problem-solving frameworks that support success within and beyond mathematics (Powell et al., 2022). (Follow this link for more on schema-based instruction<\/a>)<\/p>\n\n\n\n 3. Mathematical discourse<\/strong><\/p>\n\n\n\n Effective mathematics classrooms also prioritize mathematical discourse, or “math talk.” Through discussion, students explain their reasoning, defend solutions, and make connections across mathematical concepts (Kersaint, 2015). Verbalizing thinking helps clarify understanding while revealing misconceptions that can be addressed through discussion. Listening to peers’ strategies exposes students to multiple solution pathways and promotes flexible thinking (Kersaint, 2015). Ultimately, structured discourse helps students view mathematics as a language of reasoning rather than a collection of rules (Van Dine, 2024). Teachers can support productive discourse by explicitly teaching Accountable Talk sentence frames. These provide students with a structure for initiating and sustaining meaningful mathematical conversations while offering needed scaffolds for participation. (Follow this link for more on Accountable Talk<\/a>)<\/p>\n\n\n\n As schools begin a new year, focusing on a few high-impact, evidence-based practices can yield meaningful gains for learners at every level. Starting with these three foundational approaches can help ensure that mathematics instruction is both accessible and effective for all students.<\/p>\n\n\n\n References<\/p>\n\n\n\n Aceves, T., & Kennedy, M. (Eds.). (2024). High-leverage practices for students with disabilities<\/em> (2nd ed.). Council for Exceptional Children and CEEDAR Center.<\/p>\n\n\n\n Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching<\/em>. Guilford Press.<\/p>\n\n\n\n Hattie, J., Fisher, D., & Frey, N. (2017). Visible learning for mathematics, grades K-12: What works best to optimize student learning<\/em>. Corwin Mathematics<\/p>\n\n\n\n Kersaint, G. (2015). Orchestrating mathematical discourse to enhance student learning. In TTAC Online<\/em>. https:\/\/ttaconline.org\/Document\/zxbIhX_YCJNP0qvIYsAjT0x-qdzE3VlX\/WP-Curriculum_Associates%20Orchestrating_Mathematical_Discourse.pdf0.pdf<\/a><\/p>\n\n\n\n PaTTAN. (2020). Concrete-Representational-Abstract: Instructional sequence for mathematics<\/em>. PaTTAN. https:\/\/www.pattan.net\/Publications\/Concrete-Representational-Abstract-CRA-Instructi<\/a><\/p>\n\n\n\n Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. TEACHING Exceptional Children<\/em>, 51<\/em>(1), 31\u201342. https:\/\/doi.org\/10.1177\/0040059918777250<\/a><\/p>\n\n\n\n Powell, S. R., Namkung, J. M., & Lin, X. (2022). An investigation of using keywords to solve word problems. The Elementary School Journal<\/em>, 122<\/em>(3), 452\u2013473. https:\/\/doi.org\/10.1086\/717888<\/a><\/p>\n\n\n\n Van Dine, D. (2024). How mathematical discourse can help students succeed. In Ed.gov<\/em>. https:\/\/ies.ed.gov\/learn\/blog\/how-mathematical-discourse-can-help-students-succeed<\/a><\/p>\n\n\n\n What Works Clearninghouse. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades<\/em>. Institute of Education Sciences. https:\/\/ies.ed.gov\/ncee\/wwc\/Docs\/PracticeGuide\/WWC2021006-Math-PG.pdf#page=47<\/a><\/p>\n\n\n\n Witzel, B. S., Riccomini, P. J., & Schneider, E. (2008). Implementing CRA with secondary students with learning disabilities in mathematics. Intervention in School and Clinic<\/em>, 43<\/em>(5), 270\u2013276. https:\/\/doi.org\/10.1177\/1053451208314734<\/a><\/p>\n\n\n\n For more information, contact Leslie Murphy Brown (lmmurphybrown@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" For decades, K\u201312 mathematics education has been framed as a debate between procedural fluency and conceptual understanding. However, effective mathematics instruction is not an either-or proposition. Evidence-based teaching intentionally connects concrete experiences, visual representations, and strategic problem-solving to build both conceptual understanding and procedural fluency (Witzel et al., 2008; Powell & Fuchs, 2018). While there […]<\/p>\n","protected":false},"author":1847,"featured_media":519,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6],"tags":[],"class_list":["post-503","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/503","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=503"}],"version-history":[{"count":5,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/503\/revisions"}],"predecessor-version":[{"id":531,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/503\/revisions\/531"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/519"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=503"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=503"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=503"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":508,"date":"2026-09-01T14:06:16","date_gmt":"2026-09-01T14:06:16","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=508"},"modified":"2026-09-01T14:06:16","modified_gmt":"2026-09-01T14:06:16","slug":"unit-organizer-routine-supports-students-sensemaking","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/unit-organizer-routine-supports-students-sensemaking\/","title":{"rendered":"Unit Organizer Routine supports students\u2019 sensemaking"},"content":{"rendered":"\n The current Standards of Learning in the core content areas have become increasingly rigorous and focus on student sensemaking. As teachers, we should be helping students see themselves and their peers as the \u201cdoers\u201d of math, science, social studies, and English\/Language Arts. Another term for \u201cdoing\u201d is sensemaking<\/em>. Advance organizers, concept mapping, and high-level questions are effective evidence-based approaches to supporting student sensemaking.<\/p>\n\n\n\n It\u2019s important to focus on co-construction when considering advance organizers, concept maps, and high-level questions. Providing students with a concept map results in a much smaller effect size than teachers working together with students to co-construct a concept map. In these situations, the teacher sketches out the map ahead of time. However, the impact comes from working with students to scaffold their<\/em> development of the big ideas, concepts, structures, and strategies\u2026and then predict and revise the relations among them (Hattie, 2023). <\/p>\n\n\n\n Students also can co-construct high-level questions, just as they do in a KWL chart and countless other widely-known, traditional student-centered activities. As students engage in these sensemaking activities, their autonomy and self-regulation develop in the classroom (Deshler & Lenz, 2004; Hattie, 2023).<\/p>\n\n\n\n The Unit Organizer Routine supports many high-leverage practices (HLPs) for students with disabilities (Aceves and Kennedy, 2024), including HLP 12, which relates to systematically designing instruction toward a specific learning goal. The Unit Organizer Routine serves as an advance organizer for students to co-construct a concept map and engage in high-level questions. See Figure 1<\/a> for an example of a Unit Organizer a teacher drafted prior to co-constructing with students.<\/p>\n\n\n\n The backward design approach of the Unit Organizer Routine helps inclusive teachers systematically design students\u2019 experiences while aiming for rigorous goals. This evidence-based practice is worth investing in now and in the years to come.<\/p>\n\n\n\n Figure<\/p>\n\n\n\n Resources<\/p>\n\n\n\n For more information, contact Susanne Croasdaile (sscroasdaile@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" The current Standards of Learning in the core content areas have become increasingly rigorous and focus on student sensemaking. As teachers, we should be helping students see themselves and their peers as the \u201cdoers\u201d of math, science, social studies, and English\/Language Arts. Another term for \u201cdoing\u201d is sensemaking. Advance organizers, concept mapping, and high-level questions […]<\/p>\n","protected":false},"author":1847,"featured_media":518,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-508","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/508","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=508"}],"version-history":[{"count":4,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/508\/revisions"}],"predecessor-version":[{"id":533,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/508\/revisions\/533"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/518"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=508"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=508"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=508"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":501,"date":"2026-09-01T14:06:03","date_gmt":"2026-09-01T14:06:03","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=501"},"modified":"2026-09-01T14:06:05","modified_gmt":"2026-09-01T14:06:05","slug":"connected-safe-and-ready-to-learn-the-power-of-belonging-in-schools","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/connected-safe-and-ready-to-learn-the-power-of-belonging-in-schools\/","title":{"rendered":"Connected, safe, and ready to learn: The power of belonging in schools"},"content":{"rendered":"\n When students feel they belong, their brains shift into a state where learning becomes possible. A sense of connection signals safety, and safety unlocks the cognitive resources students need for problem-solving, reasoning, creativity, and self-regulation. Students who feel safe and connected are more willing to take academic risks, engage in challenging tasks, and collaborate with peers. As a result, interfering behaviors decrease, and academic success increases.<\/p>\n\n\n\n Research on school climate shows that early experiences of connections shape students\u2019 engagement, motivation, and behavior long after the first month of school (Korpershoek et al., 2020). The start of the school year provides an opportunity to establish a community of belonging and set students up to achieve behavioral and academic success. During this time, students are forming initial impressions of whether classrooms feel welcoming, predictable, and relationally safe. When educators intentionally work to connect with each student and ensure all students know they are welcome, students internalize an important message: You belong here. That sense of belonging becomes the foundation for students to thrive academically and socially within the learning environment.<\/p>\n\n\n\n There are multiple ways educators can effectively work to establish a community of belonging. Teaching expectations, establishing routines, building trusting relationships, and amplifying student voice are a few practices educators can implement to ensure all students feel safe and welcome. These practices create safe, predictable environments where students feel connected and want to show up. The following resources offer practical, evidence-aligned strategies for building and sustaining belonging from the first to the last day of school.<\/p>\n\n\n\n Creating predictable and welcoming environments<\/strong><\/p>\n\n\n\n A comprehensive, evidence\u2011based framework for proactively teaching expectations, supporting students\u2019 social\u2011emotional development, and responding to behavior in ways that strengthen safety, consistency, and positive school climate. <\/p>\n\n\n\n When taught, modeled, and practiced, expectations become meaningful, shared agreements that guide daily behavior and strengthen classroom community.<\/p>\n\n\n\n Cook et al.(2018) show that greeting students at the door is a simple, predictable connection that boosts belonging and sets students up to learn from the moment they enter the classroom.<\/p>\n\n\n\n Building relationships<\/strong><\/p>\n\n\n\n Early, strengths-based phone calls to families build trust, strengthen relationships, and create a positive foundation for collaboration throughout the school year.<\/p>\n\n\n\n A visual strategy to identify which students lack strong connections with adults. This information assists schools in intentionally building supportive, trust-based relationships that strengthen belonging and well-being.<\/p>\n\n\n\n Reinforcing, reminding, and redirecting are proactive, respectful strategies teachers use to clearly teach expectations, support positive behavior, and guide students back on track while preserving their dignity.<\/p>\n\n\n\n Classroom design and agency<\/strong><\/p>\n\n\n\n Intentionally designing classroom spaces for safety, accessibility, and positive interaction strengthens students\u2019 sense of belonging.<\/p>\n\n\n\n A toolkit that provides research\u2011based strategies, reflection tools, and practical activities that help educators meaningfully elevate student voice to support young people feel respected, empowered, and genuinely connected to their school community.<\/p>\n\n\n\n Overview of belonging practices<\/strong><\/p>\n\n\n\n Practical, relationship\u2011centered strategies teachers can use to create a welcoming classroom community where students feel seen, valued, and connected.<\/p>\n\n\n\n A short video shows how simple, intentional routines\u2014such as warm greetings, shared rituals, and opportunities for student voice\u2014create a classroom environment where every learner feels welcome, connected, and part of the community.<\/p>\n\n\n\n References<\/p>\n\n\n\n Cook, C. R., Fiat, A., Larson, M., DaSilva, J., Renshaw, T., & Lyon, A. R. (2018). Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy. Journal of Emotional and Behavioral Disorders, 26<\/em>(4), 213\u2013225. https:\/\/doi.org\/10.1177\/1098300717753831<\/a><\/p>\n\n\n\n Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students\u2019 motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, 35<\/em>(6), 641\u2013680. \n
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