12/12/2025
Here’s something I wish more schools understood:
Belonging isn’t created just by policies or programs.
It’s created in moments.
Policies matter. They protect rights and create access. But they can’t replace human connection.
I see this all the time in my work with neurodivergent and gender-diverse kids, teens, and young adults. Even in schools that are well-intentioned, students often tell me they’re still working hard just to get through the day - managing sensory overload, masking parts of themselves, or trying to stay under the radar to avoid being misunderstood.
What makes a difference can sometimes be very simple.
It’s a teacher who uses a student’s name and pronouns without hesitation.
An adult who notices when someone is overwhelmed and offers a break.
Someone who listens before reacting.
Someone who sees strengths before challenges.
These moments don’t require special training or perfect language.
They require presence.
For parents navigating schools right now: if your child is struggling despite “inclusive” policies, trust your instincts. Belonging is relational, not just procedural.
And for educators: the smallest interactions often carry the greatest weight.
Belonging isn’t something we announce.
It’s something we practice.
What are the small moments that have made you or your child feel seen at school?
