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.

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.

Students with social, emotional, behavioral, developmental, or socio-economic challenges are the most vulnerable to these developments, and the “business as usual” model at many schools just isn’t enough to provide them with the support they need.

Clinical child psychologist, former Harvard Medical School Department of Psychiatry faculty member, and New York Times best-selling author Ross W. Greene has worked with thousands of kids with concerning behaviors. He has overseen the implementation and evaluation of his Collaborative & Proactive Solutions (CPS) framework model in countless schools, families, inpatient psychiatry units, and residential and juvenile detention facilities, with dramatic effect: significant reductions in concerning behavior, recidivism, discipline referrals, detentions, suspensions, and use of restraint and seclusion.

In his forthcoming book, The Kids Who Aren’t Okay: The Urgent Case for Reimagining Support, Belonging, and Hope in Schools, Dr. Greene explains why so many kids are struggling, why traditional discipline makes things worse, and how schools can transform their approach to become proactive, collaborative, and helpful.

Based on decades of research in the neurosciences, Dr. Greene argues that concerning behavior is a child’s frustration or stress response and is not caused by poor motivation. The research tells us these kids are struggling with skills many of us take for granted—flexibility/adaptability, frustration tolerance, and problem-solving. Their frustration responses are set in motion when they’ve having difficulty meeting an expectation.

Punitive, unilateral approaches—detentions, suspensions, expulsions, seclusion, restraint—don’t solve the underlying problems and often exacerbate the child’s frustration, akin to throwing fuel on a fire. Such approaches are late, reactive responses to behaviors instead of early responses to unsolved problems.

Schools struggle to meet these students where they’re at because of obsolete structures that work to the disadvantage of both kids and educators:

1. They’re late: a lot of the training educators receive teaches them what to do when students are already escalating.
2. They’re punitive: most school discipline programs are still oriented toward disciplinary strategies that focus on compliance and simply do not address what’s really getting in the way for students who are struggling the most.
3. They’re unilateral: it turns out that involving students in solving the problems that are causing their concerning behavior is far more effective than adults doing it all on their own.
4. They’re time-consuming: unsolved problems take up an enormous amount of time— something that is already in short supply for the majority of teachers.

Dr. Greene has helped schools all over the world be early, proactive, and collaborative, and save time. His CPS framework is a structured, evidence-based way of identifying unsolved problems and fixing them with students, rather than forcing measures on them. 

His helpful guide outlines a whole-school transformation that includes:

• Early, proactive identification of student needs;
• Trauma-sensitive environments that replace blame with understanding;
• Prioritization of relationships, co-regulation, and student voice;
• Reallocation of time and resources to upstream work;
• Shifting from compliance to collaboration;
• Reducing reliance on reactive systems (restraint, seclusion, detentions, tiered behavior models) in favor of solving problems collaboratively.

Dr. Greene’s research and experience are living proof that educators can create school ecosystems that meet kids where they’re at and get them on the right track. He urges schools to become safe havens of hope, where adults restore students’ trust and instill them with the skills they need to succeed emotionally, socially, and academically.

See below for an excerpt from Dr. Greene’s new book, The Kids Who Aren’t Okay:

For decades, we’ve been training educators to de-escalate and restrain kids, ostensibly for purposes of “preventing” crises and keeping kids, their classmates, and their caregivers safe. Such training is standard fare in many school systems.

From the outside looking in, these procedures may seem necessary. After all, it is important to keep the “out of control” kids from harming others and detracting from the learning of their classmates. Even on the inside, many educators—and some of their national teacher unions—still believe that de-escalating, restraining, and secluding kids are simply accepted practices for special education classrooms and students.

But others know that there are a ton of problems with this picture. First, there are a lot of schools and treatment facilities serving kids with equally concerning behaviors that don’t use restraint or seclusion. So apparently those practices aren’t necessary and are not the way everyone has always done it. Second, there are no data to suggest that de-escalating, restraining, and secluding kids keeps anyone safer. Third, such procedures are disproportionately applied to students with disabilities and those with black and brown skin, meaning that this is also a social justice issue. Fourth, de-escalation, restraint, and seclusion can hardly be characterized as crisis prevention strategies; they occur very late in a sequence of events that begins with an expectation a student is having difficulty meeting.

In the first bubble, the student is having difficulty meeting an expectation. That’s seldom surprising, since the expectation has probably gone unmet for a very long time (an unmet expectation is only a surprise the first time; it’s not a surprise after that). Due to a variety of factors—human nature included—adults often respond to such unmet expectations by pushing students harder to meet the expectation they already know the student can’t reliably meet. Pushing kids harder to meet expectations they can’t reliably meet increases the likelihood that a student will exhibit a frustration response (concerning behavior). It’s important to reiterate that the frustration response is late (the student is already having difficulty meeting the expectation, and, again, it’s not the first time). At that point in the sequence caregivers might resort to strategies they learned in the de-escalation training they receive every year. When de-escalating doesn’t accomplish the mission, restraint or seclusion often follows and seems justifiable and necessary. But the fact that de-escalating, restraining, and secluding occur very late in a highly predictable sequence indicates that they aren’t crisis prevention strategies at all; they’re crisis management strategies.

What’s not depicted in the graphic is what comes next, interventions that are later still, including punitive, exclusionary disciplinary practices such as detention, suspension, corporal punishment, and, if the adults have finally had it with the student, expulsion or placement in a special purpose school (where de-escalating, restraining, and secluding kids is often even more likely to occur).

Who’s on the receiving end of these interventions the most? The kids who aren’t doing OK. To save these students from ongoing harm and inexorable decline, and educators from interminable frustration and desperation, we need to stop being late. That means we need to start focusing on the first bubble: the expectations we’re placing on students and what we do if they’re having difficulty meeting them. Those unmet expectations—we’ll be calling them unsolved problems—can be identified proactively (we’ll describe how that’s done in the next chapter) and can therefore be solved proactively or temporarily put on hold (since it won’t be possible to solve all the problems at once). In other words, we’ll be delineating a technology for being early, a much more legitimate definition of crisis prevention.

Excerpted from THE KIDS WHO AREN’T OKAY. Copyright © 2026, Ross W. Greene. Reproduced by permission of Scribner, an imprint of Simon & Schuster. All rights reserved. 

About the Author

Ross W. Greene, Ph.D. is a clinical psychologist and the originator of the innovative, evidence-based approach Collaborative & Proactive Solutions (CPS), as described in his influential books The Explosive Child, Lost at School, Lost and Found, and Raising Human Beings. He also developed and executive-produced the award-winning documentary film The Kids We Lose. Dr. Greene was on the faculty at Harvard Medical School for over twenty years and is now founding director of the non-profit Lives in the Balance. He is also currently adjunct Professor in the Department of Psychology at Virginia Tech. Dr. Greene lectures throughout the world and lives in Freeport, ME.

The post The Urgent Case for Reimagining Support, Belonging, and Hope in Schools appeared first on TEACH Magazine.

Every February, we honor the contributions of Black individuals who have shaped history, culture, and society. For me, one of the most meaningful ways to celebrate Black History Month is through books, especially those written by other Black men.

Here’s why.

When my wife and I were reading a book to our two-year-old son (now a high schooler) and soon-to-be big brother, he pointed to biracial characters on the page who looked like him and said, “That’s me, and that’s little sister.” That simple moment stuck with us—a reminder of how powerful it is for kids to see themselves in books. Inspired by that, we combined our backgrounds in education to create Beanstack, a reading motivation software designed to help readers of all ages find that same sense of connection.

There’s something profoundly powerful about engaging with the works of Black authors. Their words invite us to reflect, grow, and better understand one another. As such, I’d like to share a few of the many incredible works that have left an indelible mark on my journey as a reader.

Timeless Reads

The Autobiography of Malcolm X
By Malcolm X with Alex Haley

Malcolm X’s unflinching honesty in recounting his transformation from troubled youth to revolutionary leader makes this a timeless, thought-provoking read.

The Dew Breaker
By Edwidge Danticat

Danticat’s lyrical prose unravels the haunting past of a former torturer, exploring themes of violence, memory, and redemption.

From Slavery to Freedom: A History of African Americans
By John Hope Franklin

Franklin sharply analyzes the fragile progress of civil rights, reminding us to remain vigilant in the fight for justice.

The Intuitionist
By Colson Whitehead

Lila Mae Watson, an elevator inspector, defies tradition with her instinct-driven approach in this sharp, surreal tale exploring race, technology, and truth.

The Known World
By Edward P. Jones

A gripping tale of a Black enslaver in antebellum Virginia, Jones explores power, identity, and moral reckoning with masterful storytelling.

The Piano Lesson
By August Wilson

Siblings battle over a piano etched with their family’s history. Wilson’s play delves into legacy, sacrifice, and the weight of the past.

Discovering New Perspectives

While I cherish the above classics, I’m also drawn to works that bring fresh perspectives and contemporary themes:

Black Founder: The Hidden Power of Being an Outsider
By Stacy Spikes

Spikes shares his raw journey as MoviePass co-founder, offering both inspiration and caution for aspiring entrepreneurs.

Blacktop Wasteland
By S. A. Cosby

In this fast-paced thriller, a former getaway driver takes one last job. Cosby masterfully weaves themes of crime, fatherhood, and fate.

Born a Crime: Stories from a South African Childhood
By Trevor Noah

With humor and heart, Noah recounts growing up biracial in apartheid South Africa, highlighting both injustice and a mother’s unwavering love.

A Lucky Man
By Jamel Brinkley

Brinkley’s short stories reveal quiet, powerful moments in the lives of Black men, exploring longing, regret, and fleeting connections.

Where Tomorrows Aren’t Promised: A Memoir of Survival and Hope
By Carmelo Anthony with D. Watkins

NBA star Carmelo Anthony reflects on his journey from Baltimore’s streets to basketball greatness, a testament to resilience and identity.

Stories for Every Reader

Black authors create works that resonate with readers of all ages:

Children’s Books

H.O.R.S.E.: A Game of Basketball and Imagination
By Christopher Myers

Jump In!
By Shadra Strickland

Middle-Grade

The Marvellers
By Dhonielle Clayton
Illustrated by Khadijah Khatib

Young Adult

Promise Boys
By Nick Brooks

Non-Fiction

I Came as A Shadow
By John Thompson with Jesse Washington

It Was All a Dream: Biggie and the World That Made Him
By Justin Tinsley

Poetry & Essays

Collected Poems, 1948–1984
By Derek Walcott

What Doesn’t Kill You Makes You Blacker: A Memoir in Essays
By Damon Young

Listening to Black Voices

Sometimes, hearing a story can be just as impactful as reading it. Podcasts offer unique insights into the minds of Black creators:

• Why Fathers Cry by Kwame Alexander
• “The Blackest Book Ever: Derrick Barnes on Writing Unapologetically” on The Reading Culture Podcast
• Business Movers Podcast, Season 42: Oprah’s Empire

Celebrate Through Action

At Beanstack, we help libraries and schools motivate readers through reading challenges. This Black History Month, consider creating a challenge to both inspire yourself and bring your community together:

1. Read a book by a Black author.
2. Listen to a podcast or watch a documentary on Black history.
3. Share your reflections—in person, online, or through a book club.

Black History Month isn’t just a celebration; it’s an opportunity to listen, learn, and grow. Through stories, we honor the past, celebrate the present, and work toward a brighter future.

The post Powerful Stories for Black History Month appeared first on TEACH Magazine.

Gone Before You Knew Me is a book that I wrote as a teacher, for both students and other teachers. It’s a satirical spy thriller about a girl trying to make it out of high school alive. The story is completely fictional, but it speaks to real fears in an age where students and staff are drilled in “run, hide, fight” scenarios as a matter of course.

My teaching career began ten years ago in a Pennsylvania high school, with two days of active-shooter response training that included hands-on instruction in trauma first-aid. I remember taking my turn with the Mannequin Man. Wrist-deep in the dummy’s chest cavity, stuffing it full of an old T-shirt, I wondered and worried about how I would act in a real crisis. Would I have the guts to put my hands into real guts to keep someone from bleeding out?

I was certified in English and German. I had signed on to be a language teacher, not a tactical team leader. Although I appreciated the training, it left me feeling more overwhelmed than prepared.

We were also encouraged to be flexible and creative in our response to threats. For example, we could throw balls of wadded-up paper to distract an armed assailant. With a background as a freelance writer, I knew what to do with paper. The old admonition “use your words” came to mind.

I took all those mixed feelings and impressions and channeled them into a character named Talya, who would become the protagonist of my book. She starts off scared but gets strong. In some ways this is a typical nerd-to-ninja coming of age story, but it was important to me that her mind remains her sharpest weapon. (Although, without spoiling the plot, a pointy pencil has its uses!)

I am a firm believer in public education but am also aware of its challenges. By writing a story removed from real life, I was able to exaggerate and gently poke fun at things like the omnipresence of glib motivational posters. I created my own nonsensical ones: “Dream big. Work bigger.” I could also point out inequities in funding: “Ironically, the state of the arts had allowed the basement of the school to be turned into a state-of-the-art facility dedicated to football.”

While I channeled the frustrations I sometimes felt as both a student and educator, the novel also highlights the impact an engaged teacher can have. Ultimately Talya’s lessons in civics class have real-world consequences for her whole school.

Teachers continue to influence me. Not just those who encouraged me in school. As a writer, I rely on mentors, workshop instructors, and organizations for feedback and growth. I belong to the Adirondack Center for Writing and the Authors Guild, and read widely about industry news to stay informed about the state of publishing. Every experience, good or bad, has taught me something as well, or provided fodder for a story.

Writing Gone Before You Knew Me was a way to turn feelings of helplessness into humor, and I hope readers of all ages will recognize their own fears as well as their own courage in it.

Gone Before You Knew Me will be released in February of 2026. It is listed as one of Indigo’s “Most Anticipated Books” and is available now for preorder at independent bookstores and all retailers.

The post New YA Novel Shows How Fiction Conquers Real Fears in the Age of “Run, Hide, Fight” appeared first on TEACH Magazine.

These are turbulent times, and when the world feels uncertain, history can offer us a roadmap, lighting the path forward. In moments of unrest, we can look back to find courage—drawing strength from the leaders, changemakers, and everyday heroes who refused to back down in the face of hate and hardship.

As efforts to hide or erase these histories grow louder, bringing them into classroom feels more urgent than ever. That’s why we’re highlighting 14 new children’s books that celebrate notable figures in Black history. These are stories that deserve to be read, shared, and remembered in every elementary school.

From activists and abolitionists to history-makers and quiet trailblazers, these books introduce students to lives shaped by perseverance, bravery, and hope. Their journeys show young readers that strength can take many forms—and that even the boldest of dreams are possible when you dare to stand your ground.

The post 14 Children’s Books That Keep Black History Alive appeared first on TEACH Magazine.

In classrooms across the country, STEM (Science, Technology, Engineering, and Mathematics) has become a central pillar of modern education. Schools are working to equip students with the technical abilities needed to navigate a rapidly changing world. Yet, in this important push, something essential can fall through the margins: the boundless and generative force of imagination.

While STEM provides the tools, imagination provides the blueprint. It is not an expendable extra or a distraction from serious academic work, it is the soil in which curiosity takes root and the foundation on which innovation is built. Before a student learns to calculate, measure, or code, they must first believe that something new is possible. In that sense, imagination is not a supplement to STEM. It is the beginning of it.

As a children’s book author, I’ve had the incredible joy of bringing this message into classrooms across the country. From sharing stories with children face-to-face to working with teachers on accredited curriculum, I’ve seen how the power of imagination can spark a child’s curiosity, fuel their belief in themselves, and, ultimately, inspire them to consider new ideas and possibilities.

Where Every Breakthrough Begins

Long before a bridge stands, a medicine heals, or an algorithm functions, a moment arrives when someone imagines a different way the world could be. Every scientific discovery can be traced back to a question like “What if?” or “Why not?”

This is why imagination deserves intentional cultivation in STEM classrooms. Without it, students may master procedures but struggle to generate the original ideas that move fields forward. The engineers of tomorrow must be able to see what is not yet visible, and the scientists of the future must be willing to follow hunches that do not fit neatly into step-by-step instructions.

Albert Einstein understood this connection deeply. In a 1929 interview, he famously shared that “Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world.” His breakthroughs did not come from memorization alone. They evolved from years of mental experiments, playful thinking, and the freedom to investigate new ideas, long before he translated them into formulas.

If we want students to think boldly, we must first give them permission to imagine boldly.

The Role of Story in Expanding the Mind

One of the most powerful tools for nurturing imagination is also one of the oldest: stories.

​Stories, whether found in books, told by teachers, or created by students, invite children to form mental pictures, consider alternative worlds, and explore possibilities that are not constrained by reality.

A beautifully illustrated picture book, for example, is not just used for entertainment, but is a workout for the brain. As children follow a character’s journey, they practice understanding perspective, anticipating outcomes, holding multiple variables in their minds, and exploring cause and effect. These mental habits map directly onto scientific and engineering thinking.

Stories also expose students to characters who fail, try again, and discover new paths forward. This emotional resilience is essential in STEM, where experimentation often leads to frustration before it leads to insight. When students see fictional characters persevere, they begin to internalize this trait as a natural and necessary part of problem-solving.

​Meaning is another powerful gift that imagination brings to STEM learning. A mathematical model or scientific advancement becomes far more significant when students understand who it serves and why it matters. When narrative thinking is woven into technical work, it provides students with a human frame for the challenges they are trying to solve, helping them grasp not only how to reach a solution, but also why the problem warrants their effort in the first place.

Imagination as a Practical Classroom Tool

Teachers do not need to redesign entire units to integrate imagination into STEM learning. Small and intentional shifts can spark meaningful changes in how students think.

One helpful practice is to open STEM lessons with a brief imaginative invitation. Before presenting a formula or explaining a concept, teachers might pose a playful question such as “What if gravity weakened for one hour a day?” or “If you could redesign how electricity moves through the house, what would you change?” These questions prime students to approach the content with openness and curiosity.

Another effective approach is incorporating imaginative literature into STEM lessons. For example, a story about a child building an improbable flying machine can naturally lead into discussions about forces, motion, or materials. A narrative about time travel can spark an exploration of scientific theories. A book that follows a character solving a community problem can inspire students to design their own innovations with empathy at the center.

Teachers can also encourage students to articulate the stories behind their own STEM work. When students create an invention, design a structure, or complete a science investigation, asking them to explain who it helps, why it matters, and how they overcame challenges prompts them to reflect deeply on their process. This practice transforms STEM from a checklist of steps into a meaningful act of creation.

Imagination Builds Whole-Child Learners

Prioritizing imagination within STEM strengthens technical rigor rather than weakening it. Students who imagine are more confident when forming hypotheses, more flexible when experiments fail, and more capable of thinking across disciplines.

Imagination also supports the social-emotional side of learning. When children imagine, they often engage with stories that reflect courage, hope, collaboration, and perseverance. These qualities fuel the resilience needed to work through complex problems and setbacks. They also help students see themselves as capable learners, which is critical in fields where they may initially feel intimidated or unsure.

By nurturing imagination, educators empower students to meet an unpredictable world with creativity and heart, not just to succeed in their careers, but to thrive as compassionate, adaptable individuals.

A Call to Expand What We Value

If STEM education is meant to prepare students for the future, it must honor the human capacity that drives all discovery: the ability to dream.

This does not mean reducing scientific rigor or replacing equations with fantasy. It means recognizing that imagination and STEM work best together. The most transformative ideas emerge when knowledge and creativity meet.

​Schools and system leaders have a powerful opportunity to nurture this balance. By integrating literature that stirs imagination, encouraging students to explore “What if?” questions, and placing stories at the heart of STEM learning, educators can help students develop both the skills and the spirit of innovation.

​The next generation of scientists and engineers will need to learn more than how to be technically proficient. They will need to be imaginative thinkers, empathetic designers, and resilient problem-solvers. When imagination has a rightful place in the classroom, students can see beyond what already exists and begin to envision what is possible.

The post The Power of Imagination in STEM Education appeared first on TEACH Magazine.

From beloved Cree-Métis artist and author Julie Flett comes an adorable celebration of the ways we show love. For kids up to age 7, We All Love publishes in February 2026 (just in time for Valentine’s Day). 

Part of the “We Do Too” series, following the best-seller and highly reviewed We All Play, We All Love is a celebration of the love that connects us all—big and small, near and far.

Join baby bears, little ducklings, curious foxes, and many more adorable creatures as they remind us of all the many ways that we show love and care. We All Love is a poetic and beautifully illustrated reminder of the interconnectedness of the natural world—demonstrating how care, protection, and love are experienced by all living things—and a celebration of the love that connects us all. We love too!

Features include: 

• A detailed glossary of Cree animal names used throughout the text
• A letter to the reader from Julie Flett

About the Author

Julie Flett is a Cree-Métis author, illustrator, and artist who has received numerous awards for her books, including the New York Times/New York Public Library Best Illustrated Children’s Book Award, two Governor General’s Awards, the American Indian Youth Literature Award, and the TD Canadian Children’s Literature Award. Her critically acclaimed picture books Birdsong, We All Play, Let’s Go!, and My Friend May are also published by Greystone Kids.

The post Celebrate Love and Kindness with Julie Flett’s Latest Picture Book appeared first on TEACH Magazine.

Written by Dr. Farah Karim-Cooper, former President of the Shakespeare Association of America, All the World’s Your Stage: Shakespeare for Today is already being praised by scholars and critics alike for its accessible, diverse, and visually stunning approach to Shakespeare’s most iconic plays.

In this gorgeous treasury, Dr. Karim-Cooper expertly reimagines 8 plays and their themes, while also telling the story of Shakespeare’s life and the history of Tudor London.

It’s the perfect vehicle to make literature, history, and theater exciting for kids ages 9–12. Historical context provides students with the lens to evaluate and understand the reality of life in Shakespeare’s England, while insightful and engaging storytelling, combined with key themes for each play, will help readers discover how Shakespeare gives us tools to think about the world today.

A great fit for theatre enthusiasts, kids who love to perform, and teachers who are looking for a gentle introduction to Shakespeare, All the World’s Your Stage is here to breathe new life into these well-loved works and show that Shakespeare’s plays really are for everyone, across every age group and time period. 

This engaging classroom resource presents kid-friendly summaries of the following plays:

• As You Like It
• Macbeth
• The Merchant of Venice
• A Midsummer Night’s Dream
• The Tragedy of Othello, the Moor of Venice
• Romeo and Juliet
• The Tempest
• The Tragedy of Hamlet, the Prince of Denmark

Each retelling is accompanied by captivating illustrations from Manjit Thapp.

About The Author

Dr. Farah Karim-Cooper is the eighth director of the Folger Shakespeare Library in Washington, DC, home to the monumental collection of Shakespeare’s works and materials from the early modern world. As the Folger approaches its second century, Dr. Karim-Cooper is positioning the organization as an international leader for practical applications of Shakespeare and the humanities in civic life.

Prior to joining the Folger, Dr. Karim-Cooper was Professor of Shakespeare Studies, King’s College London, and Director of Education (Higher Education & Research) at Shakespeare’s Globe, where she worked for 20 years. She also served as President of the Shakespeare Association of America 2021–2022 after serving 5 years on the Board of Trustees. She is the recipient of the British Shakespeare Association Fellowship Award 2023 for her contribution to Shakespeare Studies and Inclusivity.

The post Shakespeare for Today: Inspiring a New Generation of Fans Through This Reimagined Collection appeared first on TEACH Magazine.