Schools did not have a culturally responsive intervention system to support students in need of self-regulation.
Change Idea:
Educators work with families and community members to co-design strategies to support students in need of self-regulation. Families and communities use their culture, experience, and knowledge of the student to offer tools and practices that better support the student with self-regulation, like breathing, tapping, rocking, movement, etc. This partnership approach leverages the strengths of the family and educator to align practices with the needs and strengths of the student. We tried it first with one particular student.
We predicted the student would respond better to self-regulation strategies that reflected their experiences and culture and that because of this, they would use them more and have greater success in the classroom.
The student, family, principal, and other staff partnered together. There was a need for staff openness and willingness to learn, and for the family to be willing to engage with the school despite historical trauma.
The family of the student determined that drumming was a practice that could support their student’s self-regulation. They worked with school leadership to help them understand the use and importance of the drum in their family and culture. The school leadership learned the importance of the care of the drum and agreed to house the drum in their office so the student could come and use the drum when needed.
The student involved created new relationships with staff. Parents reported newfound trust in school staff.
When educators come into a reciprocal relationship with families and community members, practices and policies can be adapted to reflect the strengths of the student and get better outcomes. This student was able to self-regulate more often and thus remain engaged longer. The educators were able to learn from the family and the family felt empowered by this school experience.
Status of the Change Idea: Adapted, Adopted, or Abandoned?
Adopted
Important Note:
The use of the drum was not the adoption, but the process of educators being willing to challenge their current practices and beliefs, come into relationships with family and community, and give the family and community power to know, teach, and design solutions for their student.