Date
27 September 2022

Learn about diversity and equity together

Suggestion for implementing the strategy ‘Establishing a caring, supportive, and respectful class climate’

Understand new views of diversity

Understand new views of diversity

Learn about diversity and equity with your students.

“Diversity” needs to be recognised as a strength for a future-oriented learning system, something to be actively fostered, not a weakness that lowers the system’s performance.

Diversity encompasses everyone’s variations and differences, including their cultures and backgrounds.

Rachel Bolstad and Jane Gilbert, with Sue McDowall, Ally Bull, Sally Boyd and Rosemary Hipkins

Plan for all learners

Plan for all learners

Ask student what inclusion means to them.

Allow their experiences to shape your teaching.

Consider markers of difference

Consider markers of difference

In Springboards to Practice, students identify common markers of difference.

Survey your own students.

  • timetables
  • lunchtime experiences
  • the language and messages used in the school about disability or learning support
  • physical access to playgrounds and buildings
  • pull-out programmes
  • planning for trips
  • technology use
  • how mobility support is offered to the student

Ask students what can help

Ask students what can help

A student with dyslexia outlines how teachers could support him in class.

Consider the principles of Te Tiriti o Waitangi

Consider the principles of Te Tiriti o Waitangi

“The concept of 'diversity' is central to the (BES) synthesis. This frame rejects the notion of a 'normal' group and 'other' or minority groups of children and constitutes diversity and difference as central to the classroom endeavour and central to the focus of quality teaching in Aotearoa, New Zealand. It is fundamental to the approach taken to diversity in New Zealand education that it honours the Treaty of Waitangi.”

Useful resources

Useful resources

Springboards 2 Practice Belonging

Springboards 2 Practice: Belonging

Studies both overseas and in New Zealand have found that students with disabilities don’t always experience a sense of belonging in their relationships with others in their classes and schools.

Download PDF (1.6 MB)

Website

The Same Game

The Same Game is a set of resources, big book, audio, and teacher notes, intended to help foster the curriculum principles of diversity and inclusion. The Same Game is intended to support students to recognise and appreciate their similarities and differences.

Publisher: Social Sciences Online

Visit website

Website

Index for Inclusion: Developing learning and participation in schools

A set of materials to guide schools through a process of inclusive school development.

Publisher: Centre for Studies on Inclusive Education

Visit website

Next steps

More suggestions for implementing the strategy “Establish a respectful class climate”:

Return to the guide “Developing an inclusive classroom culture ”

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