Neurodiversity and ADHD Support

 Reading the Child Mind Institute article on neurodiversity helped me think about this topic more positively and thoughtfully. One of the biggest ideas that stood out to me is that neurodiversity means there is not just one “correct” way for a brain to work. Instead, it reminds us that differences in how people think, learn, process, and respond to the world are a normal part of being human. The article explains that this can include people with ADHD, autism, and learning differences, and it encourages us to move away from seeing these differences only as problems that need to be fixed. Instead, it asks us to recognize strengths while also supporting challenging areas.

I appreciated how the article emphasized a strength-based approach. I connected this to the Shifting the Paradigm reading and the asset-based teaching approach.  So often, people focus first on what a child is struggling with, but this article reminded me that neurodivergent children often bring creativity, unique perspectives, and important strengths with them. Support should not be about changing who they are. It should be about helping them succeed in environments that are more understanding and inclusive. The article also points out that sometimes the environment itself creates part of the struggle, especially when it is too rigid, overstimulating, or not designed for different kinds of learners.

This information feels especially meaningful to me personally because I have a nephew with severe ADHD. Reading about neurodiversity helped me think differently about how to respond when he is having breakdowns. Instead of only seeing the behavior in the moment, it helps me step back and remember that his brain may be processing frustration, emotions, or overstimulation in a very different way. That mindset encourages me to respond with more patience, empathy, and calm rather than expecting him to react the way a neurotypical child might. This article was a good reminder that support starts with understanding.

I also enjoyed looking through the ADDitude website while learning more about this topic. Their site describes itself as a resource for families, adults, and professionals dealing with ADHD, learning disabilities, and related conditions, and I found that it had many helpful articles and resources that felt practical and easy to explore. Between the Child Mind Institute article and the ADDitude website, I came away with a better understanding of neurodiversity and many useful tools in supporting children with ADHD.

Ice out of schools

 

After reading these articles from Rethinking Schools, I kept coming back to the idea that schools are supposed to be places of safety, stability, and support for children. In all three pieces, the authors argue that immigration enforcement does not stay outside of school walls. It affects students emotionally, socially, and academically because children cannot fully focus on learning when they are living with fear about what could happen to their families. What stood out to me most was how strongly these articles reminded readers that educators are not only responsible for academics but also for helping create environments where students feel protected, welcomed, and cared for. 

In “Kicking ICE Out of Our Schools and Communities,” the authors make the argument that ICE enforcement causes real harm to students and school communities because it creates trauma, fear, and instability. I was especially moved by the story at the beginning because it showed how quickly an ordinary school morning can turn into something heartbreaking for a child. To me, that really emphasized the article’s point that students need emotional and physical safety in order to learn. I also appreciated that the authors did not stop at simply describing the problem. They pushed educators to speak up, teach honestly about immigration, and actively support immigrant families rather than staying silent. That part stood out to me because it made the article feel like a call to action, not just a discussion of an issue.

In “Now Is the Time to Defend Our Students: LA Educators vs. ICE,” I was impressed by the way the authors showed teachers stepping outside their traditional classroom roles to defend and support students and families. Their argument is that when immigrant communities are under threat, educators cannot separate themselves from what is happening around them. Instead, they can become trusted adults who share resources, build community partnerships, and help families feel less alone. I really admired the courage in this article. It made me think about how meaningful it is when school staff show families that they are not facing everything by themselves. As someone who works in a school, I connected with that idea because support does not always come through instruction alone. Sometimes it comes through relationships, advocacy, and simply being a steady presence for students and families during difficult times. Earlier this year, I had a student who immigrated from India. Unfortunately, the contact phone number I had was not working. This was a safety issue because if the student was sick or injured, I did not have an adult I could call. When I discussed this with my principal, he suggested going to the home with the school resource officer to obtain a contact number. After speaking with the MLL teacher at my school, I realized that a police officer showing up at their home could create a very fearful event. I do not know their immigration status, but with everything going on with ICE, I did not want to cause the family more stress. The MLL teacher and I decided to go together without a police officer. Fortunately, we were able to contact the family over the phone and did not have to go to their home. 

Finally, “Recipes for Resistance: Students, Families, and Teachers Confront ICE Through Community” added another layer to the conversation by showing that resistance can also look like care, belonging, and connection. I really liked this article because it reminded me that support does not always have to be loud or dramatic. Sometimes it can be something as simple and meaningful as creating opportunities for families to come together, share culture, and feel seen. The detail about a child carrying emergency phone numbers was incredibly sad, showing how much fear some children carry with them every day. At the same time, I appreciated that the article offered hope by showing how the community can help people feel less isolated. I also think it is important to connect these ideas to our own schools. I did find that the North Kingstown School Department has a policy, “JIK - Legal Responsibility in Regards to Educating Students and Immigration,” adopted on March 18, 2025, demonstrating that school districts are addressing protection for students concerned with immigration.   

Legal Responsibility in Regards to Educating Students and Immigration Policy

It's a Big Fat Deal, Challenging Fatphobia

 After reading “It’s a Big Fat Deal” by Katy Alexander, I kept thinking about how clearly the article shows that fatphobia is something students and adults can experience every single day in schools. It is not just an occasional rude comment. It can show up in teasing, judgment, harassment, and even in the way school spaces are set up. The examples that were discussed in the article really stayed with me, especially the idea of not fitting comfortably into desks, uniforms, or meeting spaces, and the embarrassment that can come with PE. What stood out most was the reminder that fat students do not need to be changed. The real issue is the bias and mistreatment they face.

This article also hit home for me in a very personal way. Growing up, I have always struggled with my weight. I compared myself to friends, coworkers, and really anyone around me. I feel like I have tried every diet plan out there, and honestly, it is exhausting. There have been times in my life when I was lighter or smaller, and during those times, I sometimes felt like people were friendlier or treated me with more respect. Maybe some of that was because I felt more confident and carried myself differently, but I also think there is truth to the idea that society treats people differently based on body size. 

The article also made me think about the stereotypes fat people deal with all the time. There is this assumption that if someone is fat, they must be lazy, not trying hard enough, or even not smart. That kind of thinking is so unfair. I know from my own life how much effort can go into trying not to be fat, and how draining it is to feel like you are constantly working against your own body. This article felt important because it names the stigma that so many people live with but do not always openly discuss.

I appreciated that the article did not just point out the problem. It also offered practical ways for schools to improve. Something as simple as having furniture that fits different body sizes, offering uniforms in inclusive sizes, or being more thoughtful about how PE is taught could make a huge difference. Teachers also have a responsibility to step in when they hear fat jokes or body-shaming comments. Those moments matter. Students deserve to feel safe, comfortable, and respected in school, and that cannot happen if harmful comments are ignored.

At the same time, I do feel hopeful when I look at the current generation. It seems like there is more acceptance of different body types and more body positivity than there used to be. I love seeing women with curves wear a two-piece bathing suit and feel proud of themselves. There is something powerful about that kind of confidence and visibility. It pushes back against the narrow messages so many of us grew up with about what bodies are supposed to look like.

Overall, this article reminded me that inclusion means all students. It has to include students whose bodies do not fit society’s narrow expectations. Fat students do not need adults trying to fix them. They need adults who are willing to challenge harmful attitudes, create more accessible environments, and make schools places where they truly belong. That was my biggest takeaway from the article: schools should spend less time focusing on changing students’ bodies and more time changing the culture that makes those students feel unwelcome.

Fatphobic quiz

Teach out Proposal

 

CHOOSE A TEXT:

Two texts that have stayed with me the most so far are the Asset-Based School Paradigm and Lisa Delpit’s The Silenced Dialogue. I was really drawn to the Asset-Based School Paradigm because it connects so well to my work in an elementary school. As a school nurse, I work with students every day who come to school with a wide range of needs, challenges, and experiences. This reading stood out to me because it reminded me of how important it is to look at students' strengths rather than just focus on what they are struggling with. I think this topic matters a lot in my own work because the way adults see and talk about students can really shape their school experience.

I also found The Silenced Dialogue very relatable. That reading made me think about how power works in schools and how not all students come in already knowing the unspoken rules of the classroom. Delpit explains that schools often expect students to speak, act, and learn in certain ways, but those expectations are not always clearly taught. This stood out to me because it made me think about how easy it is for adults in schools to misunderstand students when they don't consider the full picture. Both of these texts feel meaningful to me because they connect to the importance of how adults view, speak to, and support students. These are texts I would like to share with others at my school because I think their messages are both meaningful and easy to connect to real life.

WHO DO YOU WANT TO SHARE WITH?
I would like to share this topic with a couple of teacher assistants at my school. They work very closely with students every day and often spend a lot of time supporting children who may be struggling in different ways. Because of that, I think they have a big impact on how students feel about themselves and about school. I would really like to talk with them about this article because I think the ideas in it connect directly to the work they do every day and could lead to a really good conversation.

WHAT FORMAT MIGHT WORK FOR YOU?
I think a small group discussion would work best for my Teach Out project. I would like to give them a brief summary of the article in simple language, then use a few discussion questions to guide the conversation. I think this format would make the topic feel more relaxed and natural, while still giving us the chance to reflect on how these ideas show up in school. This is the best way to connect the article to real student experiences.

Supporting Transgender and Non-Binary Students

                                                         

    Reading the Rhode Island guidance, the Providence Public Schools policy, and the Queering Our Schools article made me think about how important it is for schools to be places where students do not feel they have to hide who they are. All three readings focused on the idea that schools should not just say they are inclusive, but also implement measures that make students feel safe, respected, and supported.

One thing that stood out to me in both the Rhode Island guidance and the Providence policy was their specificity. They did not just talk in general terms about being kind or respectful. They talked about using a student’s chosen name and pronouns, protecting confidentiality, allowing students to use the bathroom or locker room that aligns with their gender identity, and ensuring students are not excluded from school activities. That really stood out to me because it shows that support has to happen in everyday situations, not just in a mission statement.

I also thought it was important that both policies talked about privacy and safety. Sometimes adults assume that parents should automatically be told everything, but these readings pointed out that for some students, being “outed” could actually put them at risk. That made me think about how schools have to be thoughtful and careful, not just follow what feels easiest for adults. The focus really needs to stay on what is safest and healthiest for the student.

The Queering Our Schools reading connected to this in a bigger-picture way. What I took from it is that schools cannot just respond to bullying after it happens and think that is enough. The article pushed the idea that schools should challenge the larger systems and attitudes that make LGBTQ+ students feel invisible or unwelcome in the first place. I liked that because it goes beyond just preventing harm. It is really about creating a school culture where students feel seen and valued.

I think that is where all three readings connect. The policies give schools a clear structure for how to support transgender and gender expansive students, while the article reminds us that policy alone is not enough. A school can have rules in place, but if the overall culture still makes students feel judged or misunderstood, they may not feel safe. Real inclusion has to be both practical and personal. It has to show up in policy, but also in how adults talk, respond, and create classroom and school environments.

As a school nurse, this reading especially made me reflect on the role I play in helping students feel safe and respected. The health office is often a place where students come when they are vulnerable, upset, or just need a break. I must create an environment where every student feels seen and supported. In my office, I have the only all-purpose student bathroom in the school. I currently have a second-grade student who identifies as they/them and uses my bathroom. That experience made these readings feel very real to me because it shows how school policies directly connect to everyday situations and student comfort.

It also made me think more carefully about confidentiality. As the school nurse, I need to know whether a student has shared their identity with their parents or guardians before I make a phone call home or speak openly with family members. The laws and policies around student privacy are important to me because even something that seems small, like the language I use in a conversation, can have a major impact on a student’s safety and trust. That is something I need to be mindful of in my role.

These readings reminded me that being supportive is not just about following a policy, but about how I interact with students every day. As a nurse, I may be part of conversations about student well-being, communication with families, and helping staff consider what is in the child's best interest. This makes it even more important for me to understand these policies and approach students with care, respect, and professionalism.

The North Kingstown school department has a policy very similar to the Providence School Department's regarding Transgender and Non-Binary Individuals.

North Kingstown Policy

The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

 Blog Post: Lisa Delpit’s The Silenced Dialogue and Why It Still Matters

Argument Statement:

Lisa Delpit argues that schools need to be honest about power by teaching students the “codes” of the dominant culture (like language and school expectations) while also respecting and valuing students’ home cultures and identities.

I found this reading really interesting because even though it was written in 1995, it still feels very relevant. Delpit discusses how schools are not neutral and how power shapes which voices are heard and which ways of speaking and learning are seen as “correct.” What I appreciated most is that she is not saying students should change who they are. She is saying schools need to be honest about the unspoken rules that exist and make sure all students have access to them. This reading also made me think about how often schools talk about families and communities instead of really listening to them. Delpit’s point about the “silenced dialogue” feels important because it reminds us that the people most affected by school policies and teaching practices should have a voice in those conversations.

At the beginning of the chapter, Delpit describes a disconnect between mostly white, middle-class educators and Black and low-income communities. She explains that even when educators think they are doing what is best, they may be leaving out the voices of the families they serve. The main idea here is that power shapes educational conversations, and parents and teachers of color are often “silenced” when their concerns are dismissed. This stood out to me because Delpit shows that many Black parents are not rejecting education at all. They want their children to succeed, and they understand that success often requires learning the “codes” of power, like standard language, formal school expectations, and academic conventions.

In the middle of the chapter, Delpit explains the idea of the culture of power, which is the biggest takeaway from the reading. She says there are rules for participating in power, and those rules usually reflect the culture of those who already have it. Because of that, students who are not already part of the dominant culture may not automatically know what schools expect. Her point is that these expectations need to be taught directly. If schools assume students will just “pick it up,” some students will be at a disadvantage from the start. Delpit also challenges the idea that direct instruction is always a bad thing. She argues that not teaching the rules clearly can actually limit opportunities for marginalized students. Delpit also gives examples of how communication style can create confusion in classrooms, especially when teachers assume students already understand what they mean. One example that stood out to me is when a teacher wanted a student to put away scissors, but instead of giving a clear direction like, “Please go put the scissors away,” she asked, “Where do the scissors go?” Delpit’s point is that this kind of indirect language may seem obvious to the teacher but not to the student. The student may not actually know where the scissors go, and if the teacher had been more direct, the student might have been able to say that. Instead, the student could be viewed as not listening or being defiant, when in reality, the wording of the question may have created more confusion. I think this example really supports Delpit’s argument that schools often treat certain communication styles as “normal” without realizing that students may need expectations to be stated clearly and explicitly.

At the end of the chapter, Delpit makes it clear that she is not promoting assimilation. She is not saying students should give up their home language or culture. Instead, she argues for a both/and approach: students should be taught the codes of power while their identities are affirmed and respected. This is what makes her argument so strong. She is asking schools to be honest about how the system works and to treat students’ cultures as strengths rather than deficits. She also emphasizes the need for open dialogue between schools and families, which ties back to the chapter's title. 

Connections

This reading connects really well to Canaries Reflect on the Mine because both readings emphasize listening to the people most affected by the school system. In Delpit’s chapter, the “silenced dialogue” shows how families and educators of color are often left out of important conversations. In Canaries Reflect on the Mine, student narratives show how students’ experiences can reveal problems in schooling that adults in power may overlook.

Both readings push us to take those voices seriously.  

As a school nurse in a predominantly white, middle-class school, this reading made me think about how important it is for me to be aware of my own assumptions and the school norms that may feel “normal” to me but not to every student or family. It reminded me that communication styles, family expectations, and even how students experience school routines can look different across cultures.

This reading especially made me reflect on a Muslim student in my school who recently moved to the United States from India and celebrates Ramadan. He is only in fourth grade, but he fasts during the day during Ramadan. As the school nurse, I reached out to his family to ask whether he needed any accommodations during the fasting period, including any changes to PE or recess. His family was very appreciative that I contacted them and shared that fasting might actually be easier for him here because the weather is colder and the days are shorter. That interaction reminded me that I could have made assumptions about what he needed, but instead, reaching out gave the family space to share their perspective. I think this connects directly to Delpit’s The Silenced Dialogue, in which she emphasizes the importance of educators listening to families and communities rather than assuming the school’s perspective is the only one that matters. In my role, building trust with families means making space for their voice, not just sharing school expectations.

Even though it was written over 20 years ago, Delpit’s message still feels important because it focuses on power, access, and voice in schools. Her argument is a good reminder that supporting students means both helping them navigate the system and respecting who they are.

Resources:

Developing a culturally responsible classroom

Cultural Competence

Making Family and Community Engagement Part of the Process

(I asked ChatGPT for additional resources related to the text)

Shifting the Paradigm: From Deficit Thinking to Asset- Based Schools

 

Shifting the Paradigm: From Deficit Thinking to Asset-Based Schools

Argument Statement

This author argues that schools must move away from deficit-oriented thinking, which focuses on what students lack, and adopt an asset-based orientation that recognizes and builds on students’ strengths, cultures, and lived experiences to create a more equitable and empowering learning environment.

1. Deficit Thinking Limits Students

One of the central ideas in the article is that deficit-oriented schools often frame students—especially those from marginalized backgrounds—as problems to be fixed. When educators focus on what students are “missing” (skills, support, vocabulary, structure), it lowers expectations and narrows opportunities.

This mindset can quietly shape how teachers speak to students, how interventions are designed, and even how discipline is handled. Over time, students internalize these messages. If a school consistently communicates that a student is behind, struggling, or lacking, it can impact confidence and academic identity.

2. Asset-Based Models Recognize Strengths and Cultural Wealth

A second major idea is that asset-based schools intentionally recognize the strengths students bring. These strengths include cultural knowledge, resilience, multilingual abilities, community connections, and lived experiences.

Rather than seeing diversity as a barrier, asset-oriented leaders see it as a resource. This shift requires more than positive language; it requires structural change. Curriculum, instructional practices, and leadership decisions must actively affirm students’ identities and experiences.

3. Leadership Must Intentionally Drive the Shift

The third key idea is that shifting from deficit to asset-based thinking does not happen naturally; it requires intentional leadership. The article emphasizes that leadership plays a critical role in modeling this orientation. If school leaders center their strengths in their messaging and decision-making, it shapes the entire culture of the building. The article suggests that leaders must: examine school data without labeling students, reframe conversations about achievement gaps, provide professional development that challenges deficit beliefs, and create systems that support belonging and high expectations for all students. The article makes it clear that without leadership commitment, deficit thinking can remain embedded in policies, routines, and everyday conversations. 

Connection & Reflection

RICAS

This article really made me reflect on what I see in my own school setting. Although I work as a school nurse, I attend monthly faculty meetings. During these meetings, there are constant conversations about identifying learning gaps and figuring out how to “fix” them. The focus is often on what students are missing academically rather than on the strengths they bring to the classroom.

With RICAS testing coming up this spring, I already hear teachers and students talking about the pressure these standardized tests place on them. The state uses the results to rate the school, and the administration continually strives to improve scores. While I understand accountability is important, the language surrounding testing can sometimes feel deficit-oriented. Students become numbers, percentages, or subgroups instead of whole children.

Hearing the stress from both staff and students makes me think about how easily schools can slide into a performance-driven mindset. An asset-based model would not ignore data, but it would frame it differently. Instead of asking, “What are students lacking?”, it might ask, “How can we build on the strengths our students already have?”

As someone who works closely with students in moments of vulnerability—whether they are anxious, unwell, or overwhelmed—I see how much mindset matters. Younger students especially internalize the messages adults send them. If we consistently emphasize gaps and scores, that becomes their identity. But if we emphasize strengths and growth, that shapes their confidence instead.

This article challenged me to think about how small shifts in language and perspective—even in meetings—could help move a school culture from deficit-based to asset-oriented