Understanding Complex Systems

I used to focus mainly on what happens inside the classroom—lesson plans, behavior, assessments, and student progress. My thinking was mostly centered on what I, as a teacher, could control. I understand that students' lives are shaped by much more than just school. They are influenced by multiple systems—like healthcare, housing, mental health services, social work, immigration systems, and more. These systems can either support or challenge a student's ability to learn and thrive.

For example:

• A student struggling with mental health might not get help unless their family has access to good healthcare.

• A student involved with child welfare services might miss school often or feel unsafe.

As an educator, I need to be aware of these systems. I might not control them, but I can collaborate with professionals outside of education, advocate for my students, and help connect them to the resources they need. I’m starting to see my role as part of a bigger network of support.

 

                         Inclusion Is More Than Just a Word

I thought inclusion meant having students with different needs in the same classroom and making sure they all got a chance to learn together. It seemed like something teachers mostly handled on their own. I’ve realized inclusion starts before students enter the classroom. It begins with:

• The decisions school leaders make

• The way funding is provided

• How school spaces are built

• Who is involved in creating policies

True inclusion means thinking about who is being left out at every level—not just in class, but in leadership, in curriculum design, and in school decision-making.

As a future leader, I want to help build systems where every student feels they belong, no matter their identity, ability, language, or background. This means making room not just physically, but also socially, emotionally, and culturally.

 

                    Thinking About Equity and Fairness

I used to believe that if something was written in a policy, it was probably fair and meant to help everyone. I didn’t always think deeply about how those policies played out in real life. I understand that equity and fairness aren’t the same as treating everyone equally. Some students need more support, flexibility, or opportunities than others to have a fair chance.

I also learned that policies, even if they sound neutral, can still be unfair in practice especially for students who face systemic barriers (like racism, poverty, or disability).

What this means for me:
I’ve learned to ask important questions like:

• Who is this policy helping?

• Who might be left out?

• How can I use my voice to make things more just?

As a leader, I want to challenge policies or practices that don’t serve all students well. I’m learning how to be an advocate, not just an implementer.