Parents across our community are asking a vital question: how can we ensure that every student in our schools feels safe, respected, and supported? This concern isn’t just about physical safety—it’s about whether children feel like they belong. Whether it’s LGBTQ+ students facing discrimination, or kids with learning differences struggling to find their place, the message I keep hearing is clear: our schools must do more to create truly inclusive environments.
The evidence backs up what families already feel. When schools adopt inclusive practices, students are safer and more engaged. Research shows that schools with Gay–Straight Alliances (GSAs) and LGBTQ+-inclusive curricula have significantly lower rates of bullying and higher levels of emotional safety. The 2019 GLSEN National School Climate Survey found that LGBTQ+ students in schools with these supports experienced less harassment and felt more connected to their school communities. This kind of inclusion isn’t just a gesture—it can literally save lives. According to The Trevor Project, LGBTQ+ students who report having at least one accepting adult in their life were 40% less likely to report a suicide attempt in the past year. Conversely, a recent Time Magazine article highlights that anti-LGBTQ+ policies across American schools are contributing to increased rates of verbal and physical harassment, exacerbating the youth mental health crisis.
Inclusion extends beyond identity—it also applies to how we treat students with different learning needs. Universal Design for Learning (UDL) is a framework that improves outcomes for all students by offering flexible approaches to learning and assessment. Rather than making students conform to rigid teaching models, UDL adapts the classroom to meet diverse learning needs, whether that’s for a student with ADHD, dyslexia, autism, or another learning difference. When paired with accessible technologies—such as text-to-speech tools, visual organizers, and AI-driven adaptive learning—this approach levels the playing field and gives every student the chance to succeed.
At the same time, a sense of safety is deeply linked to school climate. Students thrive in environments where they feel respected and heard. Positive Behavioral Interventions and Supports (PBIS) programs help build that climate by focusing on proactive strategies rather than punishment.
Research from the U.S. Department of Education’s Institute of Education Sciences shows that Positive Behavioral Interventions and Supports (PBIS) can significantly reduce office discipline referrals and suspension rates while improving academic engagement and school climate. Similarly, restorative justice approaches help repair relationships and build empathy rather than pushing students out of the classroom. Edutopia’s overview of restorative justice highlights how these practices keep students in school, reduce disciplinary conflict, and strengthen bonds among students, teachers, and administrators. The Learning Policy Institute reports that school-wide implementation of restorative practices transforms school culture, improves academic engagement, and narrows racial disparities.
Trauma-informed education is equally vital—it ensures our policies and school culture are responsive to the real-world challenges facing students, helping to avoid re-traumatizing them and making schools safer and more supportive .
This is why I believe fostering a sense of belonging is just as important as enforcing discipline. Research on school connectedness from the American Psychological Association establishes a strong link between positive school climates and better mental health, higher academic achievement, and reduced dropout rates . That sense of belonging must be built intentionally—through policy, culture, and action that reflect the realities of today’s students, not just the experiences of past generations.
As a parent with children currently enrolled in the Thompson School District, I see firsthand how today’s social environment and educational pressures are shaping young people’s lives. I also see the opportunities we have to do better. That’s why I’m committed to advocating for policies that protect students from harm, support their emotional development, and actively create environments where all children—regardless of identity, ability, or background—feel safe, seen, and supported. Inclusion and safety are not separate goals—they are two sides of the same promise we make to every student who walks through our doors.
