Unlike traditional youth events shaped by adult organizers, this conference is 100 percent youth-led. Students selected the theme. Students chose the discussions and keynote topics. Students organize the registration process, and event experience. From concept to execution, young leaders are at the helm.

Taking place on Sunday, March 22, 2026 (12:00–4:00 p.m. EST), the conference will bring together students from across Canada to explore how social media influences identity, power, culture, entrepreneurship, and digital well-being. Highlights of the conference program include:

• Youth in Business: How teens are using digital platforms to build brands, share ideas, and pursue entrepreneurship.
• Navigating Negativity Online: Strategies for handling pressure, comparison, and online hate with confidence.
• Internet Culture and Identity: Discussions on the role of trends, creators, and communities in shaping self-expression online.
• Behind the Algorithm: Insights into how social platforms decide what appears in users’ feeds—and why it matters.

“This isn’t adults talking at youth about social media,” said Christine Meng, Youth Team Lead (ON). “This is youth shaping the conversation about the platforms we use every day. We’re not just attending the conference—we’re building it.”

The conference is part of Ripple Foundation’s youth-led programming that supports creative literacy, leadership, and peer-to-peer learning. Students will have opportunities to connect with peers from across Canada, engage in critical dialogue about digital wellness, and gain tools to confidently navigate and influence online communities.

This youth-driven approach reflects Ripple Foundation’s core mission: to empower young people not just as participants, but as leaders. The Foundation was built on the belief that when youth are trusted with responsibility and given real platforms, they rise to the challenge—developing confidence, communication skills, and civic awareness in the process.

“Technology is shaping every aspect of our lives, especially in the creative fields. It’s important we understand what this means for us today, and in our future as students and professionals,” said Hanna Grover, Youth Team Lead (BC).

By placing decision-making power in the hands of students, Ripple Foundation ensures the content is timely, relevant, and reflective of real youth experiences. The result is a conference that feels authentic, dynamic, and distinctly peer-led.

Event Details

What: Beyond the Feed Youth Conference
Who: Students in Grades 8–12 (free to attend)
When: Sunday, March 22, 2026 | 12:00–4:00 p.m. EST
Where: Virtual Registration at conference.ripplefoundation.ca

About Ripple Foundation

Ripple Foundation is a volunteer-run Canadian educational charity dedicated to empowering youth through free, accessible programs that build creativity, leadership, and communication skills. Through writing initiatives, workshops, and national events, Ripple creates opportunities for young people to amplify their voices and lead meaningful conversations that shape their communities.

The post Social Media, Identity, and Power in the Digital Age: Youth-Led Conference on March 22 appeared first on TEACH Magazine.

When dark clouds roll in during a TV show, you know trouble’s coming. You don’t need to be a meteorologist to read that sign.

Absenteeism works the same way. The warning signs are clear and predictable.

Data feels overwhelming when we think of it as complicated spreadsheets. But really, student data is just information, and it can be as obvious a signal as storm clouds.

The Signs Are Consistent

A recent data report shows attendance patterns repeat across schools, states, and student populations.

Chronic absenteeism spikes in sixth grade and continues climbing through high school. The rate more than doubles from fifth grade (14.2%) to twelfth grade (32.1%).

Fridays show higher absence rates than other weekdays. The days immediately before and after breaks become problem zones.

These patterns tell us where to focus our resources before the storm clouds roll in.

Early Warning Signs Tell You Who Needs Help

A single absence is the norm. Two absences in two weeks is a pattern forming. A third is a coach with a bullhorn screaming “defense!”

We know that students who receive outreach after their first few absences improve attendance by 28–40%. But if family engagement doesn’t occur until they’re already chronically absent, improvement rates drop to 10–11%.

About half of students who receive early outreach course-correct without further intervention.

The difference? Timing. Catch the pattern early enough and you change the outcome.

Ask Why Students Are Absent

Most attendance systems tell you which students were absent. Start tracking reasons for these absences: Transportation issue? Illness? Family responsibility? School avoidance?

When conducting attendance tracking, look at reasons for absences across your district. Systemic problems emerge that you can then figure out how to address.

Data is information. No information? No way to solve the problem.

Respond Based on Root Causes

If sixth graders feel anonymous in a bigger building, the solution is advisory programs, morning greeters, and adults who know kids by name.

If Friday absences spike because work feels meaningless, rethink Friday programming. Create student choice, hands-on projects, or community connections that make students want to be there.

If post-vacation absences cluster, communicate with families before breaks about why those boundary days matter. Pair it with engaging programming students want to attend.

Make Early Intervention Manageable

Real-time alerts from your student information system flag students after two or three absences.

Automated outreach sends messages to families via text, email, or phone in their home language. The message should be relational: “We noticed you weren’t here yesterday. We missed you. Is everything okay? How can we help?”

Family engagement data shows that parents respond to text messages 73% of the time, often within minutes. Make it easy for them to reply.

Track whether your interventions work. If a student’s attendance improves after outreach, you know your approach is effective. If it doesn’t, adjust your methods.

Absenteeism is predictable. The signs are there. You just need to know how to read them.

The post Absenteeism Is Predictable. We Must Learn to Read the Patterns. appeared first on TEACH Magazine.

For more than a decade, I’ve been teaching English in China. During that time, I’ve worked with pretty much every age group—from kindergarteners to university students, and one thing I’ve noticed is that older TEFL (Teaching English as a Foreign Language) classes generally lack a useful tool that can allow student to express themselves, play with language, and learn to truly enjoy English.

That tool is poetry.

The post Why You Should Use Poetry with Older Students appeared first on TEACH Magazine.

School and district leaders have spent years instilling in teachers the importance of personalizing learning for students by differentiating instruction, making data-driven decisions, and adapting curriculum to individual needs.

In 2026, leaders must ensure that professional learning for teachers embodies these same principles. The traditional model of mandated, one‑size‑fits‑all workshops is giving way to professional learning that is more responsive, curriculum-aligned, and customized to each educator’s experience and goals.

An important component of this shift is the rapid adoption of generative AI. In 2025, many teachers began the transition from seeking out professional learning from social media sites like TikTok to using ChatGPT and other generative AI platforms. Teachers on the forefront of digital trends began experimenting with AI to create lesson plans, analyze student work, and generate instructional materials tailored to the needs of their students.

This new wave of self-directed, AI-enabled learning is convenient, fast, and highly personalized, which are three qualities teachers say they want most from their professional learning. But AI-generated PL is not always aligned with the instructional materials teachers are using in the classroom, nor is it consistently grounded in research-based instructional practices. As a result, teachers may receive guidance that feels helpful in the moment but lacks coherence with the curriculum, standards, and assessments that are adopted in their districts.

School and district leaders now face an urgent question: How can they ensure teachers receive professional learning with the convenience and personalization of generative AI, while also anchoring that learning in evidence-based practices and high-quality instructional materials?

Leaders must develop professional learning systems that blend the best of both worlds. Research consistently shows that teachers benefit most from professional learning that is sustained over time, job-embedded, and connected to curriculum and assessment. When professional learning offers opportunities to collaborate, practice, reflect, and receive targeted feedback, it has a meaningful impact on instructional practices and student outcomes.

In 2026, we will see growth in PL models that integrate personalized coaching, collaborative inquiry, and curriculum-aligned training, supported by technology that provides coherent and relevant insights rather than generic suggestions. AI can play a powerful role when district-approved tools are built around helping teachers implement the instructional materials used in classrooms more effectively.

The most forward-thinking districts are “meeting teachers where they are.” They are using teacher voice and classroom data to shape professional learning pathways, while ensuring coherence across PL, curriculum, and assessment. The shift is moving PL away from seat time and toward impact, measured by how deeply teachers engage with new practices and how strongly students benefit.

What School Leaders Should Keep in Mind

• Coherence matters. Anchor PL to curriculum, assessment, and research-based instructional practices.
• Use AI intentionally. Adopt tools that support, not replace, your high-quality instructional materials.
• Build systems of ongoing support. Coaching, professional learning communities, and feedback cycles deepen learning.
• Prioritize teacher voice and choice. Flexibility increases engagement and relevance.

By integrating personalization with coherence, districts can create professional learning that is engaging, instructionally sound, and helps teachers improve student outcomes.

The post Professional Learning in 2026: Balancing Innovation, Coherence, and Teacher Voice appeared first on TEACH Magazine.

“We had so much fun bringing math and pizza together for Pi Day last year that partnering with Pizza Pizza again was a no-brainer,” said Tyler Sgro, CEO of Mathnasium Learning Centres. “Kids love the idea of celebrating math with pizza, and when learning feels fun and familiar, confidence follows. That’s what Pi Day is all about for us.”

A Pi Day Sweepstakes with a Smart (and Delicious) Twist

Mathnasium and Pizza Pizza are hosting a national, piping hot sweepstakes running from Friday, February 27 through Saturday, March 14 at 11:59 p.m. (ET). Participants can enter for a chance to win a $3,140 educational scholarship and a $314 Pizza Pizza gift card. One grand prize winner will be selected and announced the following week. To enter, visit www.mathnasium.com/ca/pi-day-sweepstakes. 

Free, Family-Friendly Learning Events

To celebrate Pi Day, select Mathnasium Learning Centres will host complimentary, community-wide celebrations on March 14. Families can enjoy themed treats, prize giveaways, and math-based interactive activity stations. Through Pi-inspired visual challenges, memory games, and word searches, children will explore key concepts in a fun, approachable, and confidence-building way.

“Helping students build confidence and understanding in math is at the heart of what we do at Mathnasium,” added Sgro. “Making space throughout the year for special, engaging moments like these helps bring learning to life and supports kids in a really meaningful way.”  

The Mathnasium Difference

Mathnasium Learning Centres specializes in math-only tutoring and is committed to providing the world’s best instruction. The goal: teach children math in a way that makes sense to them. For decades the Mathnasium Method has transformed the way kids learn math—building students’ understanding of math concepts through personalized instruction and a customized learning plan—all while producing tremendous results and helping students achieve their full potential in math and in life.

About Mathnasium

Mathnasium Learning Centres is North America’s leading math-only supplemental education franchise. Since 2002, the Mathnasium Method—the result of decades of hands-on instruction and development—has been transforming the lives of children in Grades K–12 by offering comprehensive assessments and fully individualized learning plans, and teaching true math comprehension. With more than 1,200 learning centres worldwide in 12 countries, Mathnasium has been ranked on Entrepreneur magazine’s list of top 500 franchises 16 times since 2004.

About Pizza Pizza Limited 

Pizza Pizza Limited was founded in 1967 in Toronto, ON, and has grown to become Canada’s leading national Quick Service pizza brand with over 750 restaurants across the country. Pizza Pizza is guided by its vision of “Always the best food, made especially for you,” with a focus on quality ingredients, customer service, continuous innovation, and community involvement.

The post A Slice of Learning: Mathnasium and Pizza Pizza Celebrate Pi Day appeared first on TEACH Magazine.

Those were among 95 “facilitators” yielded by a review of previously published research on the subject. Autistic youth are less physically active than their peers, who are already not physically active enough, the researchers said, noting that physical activity could be beneficial to their physical, social, and emotional health.

In their work, the researchers took a strengths-based approach rather than focusing on a deficits-based one.

“This perspective reframes physical activity not as a challenge for autistic children and teenagers to overcome but as an opportunity for them to build confidence, enjoyment, and social connection,” said Mathieu Michaud, a PhD student in kinesiology and co-author of the paper.

“This research has practical implications for families, educators, coaches, and community organizations. For example, physical activity programs can be created and maintained based on what autistic children and teenagers enjoy and do well instead of focusing on what they cannot do,” Michaud added.

Mapped All Available Research

The work was conducted by the McGill Choices in Health, Action, Motivation, Pedagogy and Skills (CHAMPS) Physical Activity Lab, directed by professor William James Harvey, also a co-author of the paper.

The researchers systematically mapped all available research previously published on this topic using six major databases, screening nearly 20,000 entries and ultimately analyzing 43 studies that matched the inclusion criteria.

They then classified the 95 facilitators found during the review into six categories (based on a pre-established health promotion framework): individual, family, social, physical environment, and institutions, as well as community and public policy.

Predictable Routines, Safe Spaces

At the individual level, the review highlights how autistic children are more likely to participate in physical activity if they feel the movements required in the activity fit their skill set, or if it’s an activity they know well and takes the form of a game.

Other examples of positive factors, or facilitators, include supportive peers or good relationships with coaches at the social level, and after-school physical activity opportunities at the institutional level.

The team is already working on applying their research results in real-world settings by developing an intervention in which autistic teenagers select which factors matter most to them, information that then informs what activities are offered.

About the Study

“Facilitating Physical Activity Participation Among Autistic Children and Youth: A Scoping Review” by Mathieu Michaud and William J. Harvey was published in the Journal of Autism and Developmental Disorders.

This research was supported by the Social Sciences and Humanities Council of Canada and the Sport Participation Research Initiative. 

About McGill University

Founded in 1821 in Montreal, QC, McGill is Canada’s top ranked medical doctoral university. It is a world-renowned institution of higher learning with 12 faculties, 14 professional schools, 700 programs of study, over 40,000 students, and research activities spanning three campuses. It attracts students from nearly 150 countries around the world, with international students making up 27% of the student body.

The post How to Boost Participation in Physical Activity for Autistic Youth appeared first on TEACH Magazine.

At the beginning of the school day, the “security plan” is usually a thousand small decisions: a parent trying to slip in behind a staff member, a side door left ajar for late arrivals, a delivery person who “just needs to drop something off,” a substitute who isn’t sure where to check in. On paper, the front entrance might be locked, and the buzzer system might work perfectly. In real life, school security is won—or lost—in these small moments.

As a father of two children, K–12 security is a personal issue close to my heart. It is something I think about through the lens of everyday school routines, staff workload, and the trust parents place in schools each day.

That’s why I often say the biggest gap isn’t whether the front door is locked. It’s whether a school can consistently control and verify who has access at every entrance, all day.

When incidents and near-misses happen, the breakdown is rarely dramatic. It’s predictable.

Doors are propped open during drop-off or pick-up because it keeps things moving. People “tailgate” behind someone with a badge because it feels impolite to stop them. Contractors and vendors are given broad access because they’re familiar. Staff roles change, but credentials aren’t updated promptly. In many schools, those decisions aren’t viewed as part of a security system, they’re viewed as everyday logistics.

The problem is that logistics are the system.

This is also why buzzer systems and single-point entry designs can create a false sense of security. If the building’s routines don’t match the controls, the controls get bypassed in ways that feel harmless—until they aren’t. Security technology only works when the onboarding, expectations, and day-to-day habits around it are clear enough that people can follow them under pressure.

There’s another issue that rarely gets attention: many security tools sit in silos. Access control, visitor sign-in, cameras, and alarms often operate as separate systems with separate dashboards and separate owners. When those tools don’t “talk” to each other, schools lose valuable context.

A badge used at an unusual door may not prompt a check. A door that’s repeatedly opened at odd times may not be reviewed. A visitor who couldn’t be verified at one point of entry may not raise flags elsewhere. These are the kinds of early signals that can be missed when information is fragmented.

When systems are connected, the goal isn’t to turn schools into high-security environments. It’s to reduce blind spots and speed up response in a way that supports a normal school day. Connected information helps staff spot problems sooner and act earlier—before an issue becomes an incident.

The most effective approach I’ve seen is not “more hardware.” It’s consistency: clear expectations at the busiest moments (arrival, pick-up, lunch deliveries, after-school programs), straightforward onboarding for every adult who enters the building, and permissions that are reviewed and updated so access matches roles.

Teachers and school staff already carry enough. A strong security program should make the day smoother, not add friction. Because in the end, the strongest security isn’t a locked door. It’s a school that can confidently answer, at any moment: who is in the building, why they’re there, and how we know.

The post The Small Moments That Undermine School Security appeared first on TEACH Magazine.

Writing is something that many students struggle with. As a third-grade teacher, I’ve faced my fair share of reluctant writers, from students who loudly groan when they see a writing handout to those who quickly become anxious and frustrated. But none of them were quite as resistant as Alex. This sweet, tiny third grader loved math class, hated writing, and challenged me more than any other student has in my entire teaching career.

Alex claimed every single day during the first month of school that he would “rather do a hundred math problems than write a paragraph!” Unlike your usual reluctant writer, Alex not only associated writing with anxiety, but also believed that being a great mathematician automatically meant he was not capable of being a good writer. Three-digit multiplication problem? Piece of cake. Composing a few sentences? Worst day of third grade.

The post 5 Playful Exercises to Instill Writing Confidence in Young Students appeared first on TEACH Magazine.

Girl power isn’t just a slogan. It’s strength, resilience, creativity, and change in action. It lives in in the stories of women who challenged barriers, raised their voices, and reshaped the world—and in the girls continuing that work today.

On March 8, 2026, the world marks the 115th anniversary of International Women’s Day (IWD). Since 1911, IWD has highlighted the ongoing fight for gender equality and reproductive rights, while celebrating the social, political, and cultural achievements of women worldwide. This year’s theme, “Give to Gain,” reminds us that meaningful progress happens when we show up for one another through advocacy, resources, training, and education.

One of the most powerful ways teachers can bring that spirit into the classroom is through books. The stories students encounter help shape how they understand equity, leadership, and possibility. We’ve collected 12 new and upcoming titles for readers of all ages, genders, and levels that honour the trailblazers past and present, and empower new generations to imagine and build what comes next. 

The Dream of an Education: How Phymean Noun Built a School
By Susan Hughes
Illustrated by Tida Kheav
Orca Book Publishers (May 2026)
Grade Level: 4–7

This illustrated biography introduces middle-grade readers to Phymean Noun, founder of the People Improvement Organization (PIO), which has helped over 8,000 children in Cambodia receive an education since 2002. Phymean grew up under the Khmer Rouge regime during the 1970s, when formal education was all but forbidden. Her dream of learning to read and write eventually came true after the government was overthrown, and years later when Phymean met a group of child labourers living in Phnom Penh who were unable to go to school, she was determined to help them achieve the same goal.

Fantastically Great Women Who Changed the World
By Kate Pankhurst
Bloomsbury Children’s Books (February 2026)
Grade Level: K–2

In the updated 10th-anniversary edition of the book that inspired the award-winning musical, readers can learn about 15 incredible women who shaped the world as we know it today, from scientist Marie Curie to suffragette Emmeline Pankhurst. Be sure to check out the rest of Kate Pankhurst’s Fantastically Great Women series too! 

Farming Is Female: Twenty Women Shaking Up the Field
By Rachel Sarah
Yellow Jacket (September 2025)
Grade Level: 3–7

Farming Is Female takes a deep dive into food justice and how today’s female farmers are changing the way we think about food production. The book also includes hands-on projects, activities, and recipes for middle-grade students.

The Girl Who Changed Little League: The True Story of Maria Pepe and Her Battle to Play Ball
By Maria Pepe and Jean L. S. Patrick
Illustrated by Sarah Green
Christy Ottaviano Books (March 2026)
Grade Level: 1–3

This picture book tells the true story of Maria Pepe, an eleven-year girl old who wanted nothing more than to play Little League baseball. When she found out that the league wasn’t open to female players, Maria refused to let that stop her. Thanks to her determination and bravery, Maria changed the course of Little League forever.

Marie Louise Bottineau Baldwin: Political Pathfinder
By Hema Erdrich Patel
Illustrated by Awanigiizhik Bruce
Lerner Publications (January 2026)
Grade Level: 4–8

The daughter of Jean Baptiste Bottineau, a Métis lawyer and businessman, Marie grew up watching her father fight for his communities. She followed in his footsteps to become an activist and lawyer, working with the suffragette movement and as a spokesperson for Indigenous rights and identity. She was also the first Indigenous woman to graduate from the Washington College of Law.

Mary Oliver, Holding on to Wonder
By Erin Frankel
Illustrated by Jasu Hu
Calkins Creek (October 2025)
Grade Level: 2–5

In this lyrical picture book biography, young readers will be introduced to Mary Oliver, award-winning American poet. With soulful text from Erin Frankel and lush nature illustrations from Jasu Hu, Holding on to Wonder is a beautiful tribute to Mary and her extraordinary poetry.  

Miss Betti, What Is This?: How Detroit’s School Lunch Lady Got Good Food on the Menu
By Lela Nargi
Illustrated by Kristen Uroda
Sleeping Bear Press (July 2025)
Grade Level: 1–4

Miss Betti, What Is This? tells the heartwarming true story about a little-known changemaker in the Detroit public school system. As the school lunch lady, Miss Betti knew that students were not getting the nutritious lunches they needed. She set out to change that—starting small, then eventually creating an urban gardening program that not only filled students’ places with fresh, healthy food, but also taught them how to grow their own fruits and vegetables.

Rock Star: How Ursula Marvin Mapped Moon Rocks and Meteorites
By Sandra Neil Wallace
Illustrated by Nancy Carpenter
Paula Wiseman Books (October 2025)
Grade Level: K–3

Young readers will learn about the life and legacy of Ursula Marvin, a groundbreaking scientist who broke barriers in the field of planet geology by travelling to Antarctica to search for meteorites—the first woman to ever do so. Despite facing gender discrimination at every turn, Ursula accomplished incredible feats during her lengthy career, and her theories have fundamentally reshaped the way we now understand the universe.

Run the World Like a Girl: International Women Leaders
By Kate Graham
Second Story Press (October 2025)
Grade Level: 4–7

Kate Graham’s biographical essay collection tells the stories of 12 girls who grew up to become world leaders. From Vigdís Finnbogadóttir, the first female president of Iceland, to Benazir Bhutto of Pakistan, the first woman elected to lead a Muslim-majority country, young readers are sure to take inspiration from these exceptional women.

Snowshoe Kate and the Hospital Built for Pennies
By Margi Preus
Illustrated by Jaime Zollars
Abrams Books for Young Readers (October 2025)
Grade Level: K–3

Dr. Kate Pelham Newcomb, known as the “Angel on Snowshoes,” was a trailblazing figure in early-1900s rural Wisconsin. She had to travel long distances by snowplow or snowshoe to visit many of her patients, and by the end of her career, would deliver over 4,000 babies. Dr. Kate advocated for years to build a hospital in her community, and thanks to a penny drive held by local students (many of whom she delivered), the Lakeland Memorial Hospital was opened in 1954, with Dr. Kate serving as chief of staff.

So She Went Ahead: 50 Trailblazing Women of the Canadian Prairies
By Haley Healey
Illustrated by Kimiko Fraser
Heritage House (April 2026)
Grade Level: 7–12

In this collection, readers will be introduced to 50 remarkable women from Manitoba, Saskatchewan, and Alberta, such as: Geraldine Moodie, one of Canada’s first professional female photographers; Olivia Poole, Anishinaabe inventor who created the Jolly Jumper; Violet King Henry, the first Black female lawyer in Canada; and many more.

Women on a Mission: The Remarkable Heroes Who Put Men on the Moon
By Suzanne Slade
Illustrated by Molly Magnell
Charlesbridge (October 2025)
Grade Level: 1–4

This book tells the story of the 12 extraordinary women who helped make the first moon landing a success. These “hidden figures”—like Hazel Fellows, who created the spacesuits, and Katherine Johnson, who verified the flight calculations—paved the way for future female astronauts, engineers, and other STEM roles at NASA. Be sure to download the accompanying Activity Kit.

The post Girl Power! 12 Inspiring Books for International Women’s Day appeared first on TEACH Magazine.

For as long as I can remember, I’ve been inspired by stories—in books and on screen, those told through animal tracks in the dirt and howling coyotes at night, or recited around campfires. Legends shared since time immemorial, family tales that bring the past to the present, contemporary narratives of the here and now. Stories of real places and real cultures, and ones of dragon riders and epic battles.

These are what inspired me and shaped the person I have become. They encouraged me to reach for the stars and never give up on my dreams; to be humble and kind and to invest in community.

My name is Willie Poll (she/her) and I’m a Métis author and educator. I am the director of education at the Moose Hide Campaign, an Indigenous innovation to end gender-based violence, and I’m also a judge for the 2025–2026 Kids Write 4 Kids creative challenge—a writing competition for youth to tell their own stories. 

There wasn’t a time where I didn’t see myself in stories. I was white, blonde with big blue eyes. Kids like me were the main character in all kinds of books and movies when I was growing up, but even from a young age I questioned their authenticity. Surely there were other voices out there, other tales to be told.

I grew up spending most days with my grandparents. My grandpa, who was both Anishinaabe and Métis, was somewhat of an old cowboy. Adventures of his horses—Gypsy, Gemini, and Flicka—were told daily, with plenty of photographs to accompany them. My grandpa was the hero of my story, a fearless trick rider with a spirit so gentle it was like he and horses spoke the same language. It wasn’t uncommon for there to be an old western playing on the TV at his house, one that portrayed a very different hero (a white cowboy) and a somewhat familiar villain (the Indians).

My grandpa grew up disconnected from his culture and with an abusive addict father. Sometimes I wonder what he thought, if maybe it was easier to see his own people as the villains, since the only connection he had to his Indigeneity was his dad, who was the family villain.

There are things he used to say that have always stuck with me, things that are untrue of our people—things he heard from stories told by colonizers. The history he learned was not ours, but theirs. He didn’t live long enough to see authentic Indigenous voices taking over the bookshelves or TV screens. He wasn’t around to hear Indigenous people tell their stories, and didn’t have the chance to learn many of his own.

I wonder what would have happened if he’d seen an accurate version of himself in the stories he enjoyed, if he’d seen the language, the love, and the strength of Indigenous communities. And then I remember that I am seeing it, in real time. I’m watching my nieces and nephew grow up learning their language, singing their songs, and I recognize the pride in their eyes.

In my work as an educator, I have been fortunate enough to observe youth voices at the forefront. To hear the stories that inspire them and the ones they create to inspire others. In many Indigenous cultures our children are revered as the most important part of our community. Our future. Being part of supporting and amplifying Indigenous youth has been my greatest mission.

As a judge for Kids Write 4 Kids, I also have the opportunity to meet some of our future storytellers—ones who will bring their own authenticity to what they write. This type of storytelling matters. Indigenous voices are not the only ones that have been silenced, ignored, erased, and written over. Haitian stories, Sudanese stories, Chilean stories, and many, many more. Every one of them is important, and there is room for them all.

Bringing these diverse stories into your classroom shouldn’t be a debate. They are merely adding truth to your teaching, and there is so much to be learned from someone’s truth.

In this way, Indigenous stories are what put the “truth” in truth and reconciliation. Not only are such stories a meaningful classroom resource, they are the foundation to a strong Turtle.

The post Adding Truth to Teaching: The Power of Indigenous Storytelling appeared first on TEACH Magazine.