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.

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.

Districts are adopting AI tools for scheduling, attendance analysis, progress monitoring, workflow automation, and more. These advancements can improve efficiency for school systems working under tight staffing and resource constraints, but concerns over a loss of human interaction remain forefront for many. This report highlights a critical reminder for educators: teaching and learning happen through relationships. Communication is the connective tissue that holds those relationships in place.

“AI is changing the way schools function, yet the foundation of strong schools remains the human connection between educators, students, and families,” said Dr. Kara Stern, PhD, Director of Education at SchoolStatus and Smore. “Tools support logistics. People build trust. Schools that keep communication personal help students and families feel known and valued, and in order to do that, educators need more time. That’s where AI can be your superpower.”

Key Takeaways

The eBook provides a clear framework for building communication practices that strengthen community relationships across districts, schools, and classrooms.

1. How communication drives engagement

The guide highlights research showing that positive, personal communication helps families engage earlier in the school year and stay engaged longer. A case study from Roseville City School District in California shows that relationship-based outreach produced immediate attendance improvements for one-third of at-risk students.

2. What human-centered communication looks like

The report outlines three key elements that make communication feel personal: relevance, voice, and invitation. Families respond when messages feel tailored, when the writer’s personality comes through, and when communication encourages real dialogue rather than one-way updates.

3. How AI and educators work together

The eBook clarifies which roles should be automated and which require human judgment. AI can manage scheduling, distribution lists, engagement analytics, and translation. Educators provide warmth, context, and connection. This balanced approach saves time while improving communication quality.

4. How to maintain connections at scale

Many educators worry that personal communication becomes impossible once audience sizes grow. The guide offers solutions such as segmentation, templates, workflow automation, and consistent scheduling to help educators communicate with clarity and humanity across thousands of families.

Practical Tools for District and School Leaders

Human Connection in the Age of AI provides guidance and actionable strategies for implementing communication practices that build trust and community, including:

• Steps to support district, school, and classroom-level communication
• Examples for newsletters that bring families into daily school life
• Strategies for embedding dialogue into messages
• Tips for maintaining consistency during challenging moments
• Insights on using AI to support accessibility and translation without losing the human voice

“Families count on schools for clarity and consistency. They also want to hear from real people who care about their children,” said Dr. Stern. “This guide helps educators use technology in ways that lift the logistical load so they can invest more time and heart in communication that builds lasting connection.”

Human Connection in the Age of AI: A Guide to K–12 Communications is available for free. Download it here.

About Smore

Smore makes it fun and effortless to create engaging, accessible newsletters that keep families informed and involved in their children’s education journey. The team at Smore is passionate about empowering K–12 educators, schools, and districts to foster strong connections with families through vibrant, user-friendly newsletters, easy-to-use technology, and resources from education experts. Smore is a SchoolStatus product.

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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.

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.

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.

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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.

Later this month, my second book, An Educator’s Guide to ADHD: Designing and Teaching for Student Success, will be released into the world. Structured in two parts, the book invites educators to explore how they can better understand and support students with ADHD.

In the first part, I present my case for why mindsets about ADHD are typically deficit-based—focusing on what people with ADHD struggle with, rather than recognizing their strengths and potential. I know this firsthand. Even as a person with ADHD who has spent her career designing and teaching with inclusivity in mind, until I wrote this book, my own mindset about ADHD was fundamentally flawed.

The second part of the book offers educators practical strategies that they can immediately begin using in their classrooms. That’s important, of course, but the ability to use those practical strategies hinges on the first part: educators’ mindsets about ADHDers.

If teachers believe that their ADHD learners are broken and in need of fixing, that they have a deficit of attention, or that they are a burden on their class, these beliefs set everyone up to fail—both the educators themselves, and their students. All of these assumptions are simply not true.

Instead, here are four metaphors that teachers can use to start doing the work of shifting to a strengths-based, challenge-aware mindset about ADHD.

1. Open House

The metaphor that starts my book is to envision a house with all its windows thrown wide open. On a day like today, as I write this piece, I could reach out my hand and catch a falling snowflake. What a gift, right? But I’d also be pretty cold.

Similarly, the ADHD brain is one of cognitive flexibility and openness. It allows us to often be in total presence with the world around us, leading ADHDers to be energetic, creative, and passionate. On, the flip side, it also means that we are more exposed to overwhelm.

Our openness is not inherently wrong or right, just as the more closed nature of the neurotypical “house” is neither wrong nor right. They are simply different ways of being and experiencing our surroundings.

2. Pots and Colanders

Let’s imagine that you’re making pasta for dinner. In order to cook the pasta, do you need a pot or a colander? Which of those instruments is “better”?

Neither, of course. Instead, they each have different uses. Pasta first gets cooked in the pot, then it is drained with the colander.

A neurotypical brain is more like the pot—steady and contained, able to hold multiple thoughts long enough to process, prioritize, and act on them in an organized way. An ADHD brain, by contrast, is like a colander. Full of openings that let in far more stimuli at once. Ideas, sounds, emotions, tasks, and sensations pour in quickly. This flood of input sparks quick internal connections, resulting in a more fluid, interconnected neurological profile that’s believed to fuel our remarkable creativity.

But just as you can’t cook pasta in a colander, students with ADHD often need help from external structures in order to focus, organize, and manage tasks.

3. Sledding

When I grew up in the 1980s, we used to go sledding each winter at the overpass near the highway. It was a chaotic scene, where children and adults alike would rush to their cars with broken bones and bloodied noses after a rough trip down the hill. Boy, was it fun though.

Today, people go to sledding parks, where there are designated lanes and attendants to make sure you don’t crash into each other.

ADHD is the 1980s; we bring a lot of fun, but chaos can ensue. Neurotypical folks are today’s sledding parks, more orderly and precise. Each approach has its pros and cons.

4. Scenic Route

Did you travel by car to see loved ones over the holidays? If so, what route did you take? Did you drive as quickly as possible from point A to B? That’s one way, but it’s not the only way.

Maybe you chose to avoid the highway and take the winding back roads instead. Or perhaps you detoured to a bakery to pick up the perfect holiday pie, driving a little bit off the beaten path to get it.

What was the correct way to reach your destination?

Wrong question.

Here’s a better one: What was the way that best served you?

ADHD is the scenic route in life. We often prefer the road less traveled, and in many cases, we go where there are no roads and pave a new path. This is what works best for us.

What is your mindset about your ADHD learners? What have you been taught to believe about them? How might you open your mind up to new possibilities, beyond false dichotomies that limit all of us, into a new and better world where the truth of ADHD’s strengths and challenges are respected, understood, and appreciated?

The post Mindset Matters: 4 Metaphors to Shift Your Thinking About ADHD appeared first on TEACH Magazine.

By Marilena Murgan

“What makes a family?” It’s a simple question with multiple answers, but for a long time, Canadian law had only one.

Nowadays, in every classroom across Canada, children draw pictures of their families—two moms, two dads, a dad and stepmom, a grandparent raising them alone, etc. Until 25 years ago, however, not all of these families were seen as equal in the eyes of the law.

A Landmark Shift

In 2000, the Canadian Parliament passed a legislation that reshaped the landscape of rights in Canada: the Modernization of Benefits and Obligations Act. While it didn’t grab headlines like the Charter of Rights and Freedoms or marriage equality later would, this Act was a critical step forward in recognizing the rights of same-sex couples under federal law.

On its 25th anniversary, we have a renewed opportunity and responsibility as educators to revisit its impact and explore how such legal shifts create more inclusive classrooms and communities.

As a French as a Second Language educator and workshop developer with over two decades of experience, I have witnessed first-hand how this inclusive legislation has shaped the educational landscape and broadened the lens through which students view identity, family, and justice.

My teaching was inspired by influential Canadians such as Justice Rosalie Abella, a long-time advocate for equality rights, and the Honourable Svend Robinson, who championed LGBTQIA2S+ visibility in politics. Their legacies, and the legislation they helped advance, served as a foundation for the culturally responsive learning environments we strive to create today.

This article emphasizes the importance of continuing that journey—demonstrating how education continues to be a powerful space for social change as we strive to foster learning environments that honour every student’s story, background, and identity.

Here I also reflect on what the Act has meant for students, families, and educators, and how it can be taught with authenticity and care to spark meaningful dialogue on equity, family diversity, and human rights.

Redefining Canadian Families

The Modernization of Benefits and Obligations Act was passed in 2000 under Prime Minister Jean Chrétien’s Liberal government. This Act included the most comprehensive amendments in Canadian legislative history related to the recognition of same-sex relationships.

These amendments spanned areas such as taxation, pension benefits, immigration sponsorship, and employment insurance, ensuring that same-sex common-law couples were granted the same legal obligations and benefits as their heterosexual counterparts. In doing so, the Act affirmed the legitimacy of queer families—without redefining marriage, which at the time remained restricted to heterosexual couples.

This legislative change was born of both legal and moral imperatives. It followed on the heels of court rulings that found government discrimination against same-sex couples to be unconstitutional. But it also reflected the evolving values of a nation increasingly embracing its diversity.

The Act was a step forward—but not the final word. It did not legalize same-sex marriage (that would come in 2005) and it left gaps, particularly in the areas of adoption and parental rights. Yet for many LGBTQIA2S+ Canadians, it was a validation of their love, relationships, and place in society. And for children raised by same-sex parents, it was the beginning of a journey toward being fully seen in the eyes of the law.

Inclusive Literature: Reflections of Real Families

One of the most powerful ways to help students connect emotionally and intellectually to the themes behind the Modernization of Benefits and Obligations Act is through storybooks that reflect the diversity of real families.

In my French classes, I’ve found that the following books have become pivotal tools in promoting empathy, discussion, and visibility:

Dans la nuit tu te dévoiles
By Isabelle Jameson
Illustrated by Sylvain Cabot

Julian est une sirène
By Jessica Love

Le mariage d’oncle Benji
By Sarah S. Brannen
Illustrated by Lucia Soto

Mes deux mamans
By Bernadette Green
Illustrated by Anna Zobel

During class discussions, some students immediately connect with these texts. They smile when they see characters with two moms, or a child exploring their identity. They will nod their heads or say things like, “That’s like my family!” or “Finally, a book that’s real.” These moments are powerful—they validate lived experiences that often go unseen and open further discussions about inclusivity.

Unfortunately, not all reactions are positive. Some students shift uncomfortably, frown, or say things like, “That’s weird!” or “Why is this book in our class?” Others challenge the stories right away, questioning why such themes are even being discussed in school.

These responses, while difficult, are equally powerful. They open up critical opportunities for dialogue, for reflection, and for unlearning bias. They reveal the deeply rooted norms some students bring with them, and remind us why representation and intentional discussion are so necessary.

Books like these serve as mirrors and windows—mirrors for students who finally see themselves represented, and windows for others to understand different experiences. They have led to deeper conversations about respect, inclusion, and the legal and cultural progress that made such representations possible.

Teaching the Act: An Entry Point for Inclusive Education

Twenty-five years later, the Modernization of Benefits and Obligations Act still resonates in classrooms. As educators, especially in language and social studies classrooms, we often find ourselves unpacking concepts of identity, belonging, and citizenship. Teaching the story of the Act offers a natural entry point into these themes.

We can approach these conversations by integrating literature and inquiry. I introduce questions like, “What makes a family?” or “Who decides which families are recognized by the law?” Then we discuss books which challenge stereotypes and promote open-mindedness.

Using authentic texts, students explore how language reflects cultural values, and how inclusive vocabulary—like deux mamans, deux papas, or mon parent non-binaire—can be used meaningfully and respectfully.

Here are some examples of classroom resources:

• Primary/Junior: “Lesson Plans to Welcome All Families in Your School Community”
• Junior/Intermediate: “Toilets, bowties, gender and me”
• Intermediate/Senior: “2SLGBTQ+ Mostly Canadian History Jeopardy”
• French: “Créer des milieux authentiques”
• Two Spirit: First Stories – Two Spirited

First-Person Connections: The Human Face of Policy

One of the most powerful ways to teach the significance of the Act is through storytelling. In my classroom, I’ve shared excerpts from interviews and testimonials by LGBTQIA2S+ Canadians who describe what legal recognition meant to them.

Pairing these stories with picture books such as And Tango Makes Three by Justin Richardson and Peter Parnell and Le garçon invisible by Trudy Ludwig helps younger students make sense of individual experiences through relatable characters and scenarios that foster empathy, inclusion, and a deeper understanding of diverse family structures and social dynamics.

These stories bring policy to life. They also invite students to consider how laws shape the daily realities of families across the country. Through guided inquiry and structured dialogue, students can then compare human rights across time and examine the ongoing struggle for equity in areas such as healthcare, education, and housing.

Pop culture has also played a significant role in shaping societal attitudes toward inclusion. Shows like RuPaul’s Drag Race have brought conversations about gender, identity, and expression into mainstream media around the world. What once lived on the margins of visibility is now center stage on television, prompting discussions about self-acceptance, diversity, and what it means to live authentically.

In classrooms, students often reference the show or its cultural impact, providing an unexpected but powerful bridge between policy, popular media, and personal identity. These cultural shifts complement legal reforms like the Modernization of Benefits and Obligations Act, reinforcing the message that inclusion is both a legal and cultural imperative.

RuPaul’s Drag Race ends some of its episodes with powerful segments where contestants reflect on a photo of their younger self, offering messages of love, courage, and acceptance. These moments transcend entertainment—they model vulnerability and self-affirmation in a way that deeply resonates with viewers of all ages.

The simple act of saying “You are worthy just as you are!” becomes a profound reminder that identity is something to be celebrated, not hidden. For educators, these messages offer a meaningful prompt to inspire classroom discussions about self-worth, resilience, and the importance of creating spaces where every student feels seen and valued.

Intersectionality in the Classroom

Teaching about the Modernization of Benefits and Obligations Act also invites deeper reflection on intersectionality. It is crucial to acknowledge that not all members of the LGBTQIA2S+ community benefited equally—or immediately—from this legislation. To this day, racialized individuals, Indigenous peoples, people with disabilities, and newcomers to Canada continue to face layered forms of discrimination that legal reforms alone cannot erase.

In class discussions, we explore these issues using books like Le secret d’Aimée by Nadine Brun-Cosme and Ewen Blain and Mon ami Jim by Kitty Crowther. Such texts help students analyze representation, power, and justice through an intersectional lens.

Students then work on projects connecting current equity issues to historical milestones, investigating questions such as: “Whose voices are heard in lawmaking?” and “How do laws reflect or exclude certain identities?”

Continuing the Work: Pedagogical Strategies

Here are a few ways educators can meaningfully integrate the Modernization of Benefits and Obligations Act into their practice:

• Comparative Analysis: Compare Canada’s legislation to that of other countries. Discuss the global movement for LGBTQIA2S+ rights and the role of Canadian diplomacy.
• Creative Projects: Invite students to write letters or journal entries from the perspective of a person whose life was changed by the Act.
• Debates and Role Plays: Have students assume the roles of lawmakers, activists, or families affected by the Act and debate its impact.
• Historical Timelines: Create a class timeline of LGBTQIA2S+ legal milestones in Canada, including the 1969 decriminalization of homosexuality and the 2000 Act.
• Literature Circles with Inclusive Books: Use a variety of texts to build vocabulary and foster conversations around inclusion. Some good options include:

Anatole qui ne séchait jamais
By Stéphanie Boulay
Illustrated by Agathe Bray-Bourret

Martin petit pingouin et ses deux mamans
By Léo Côme

Mes deux papas
By Juliette Parachini-Deny and Marjorie Béal

Educating for Equity

The 25th anniversary of the Modernization of Benefits and Obligations Act is more than a commemoration. It is an opportunity to educate for equity, to foster understanding, and to shape a future where all students see their identities reflected and respected.

Books used in the classroom remind us that education is most powerful when it affirms the dignity of every child. Paired with history, inquiry, and compassion, they create a foundation for inclusion that reaches far beyond the classroom walls.

As educators, we are not only teaching laws—we are teaching values. Let us use this moment to reaffirm our commitment to a truly inclusive Canada.

Plus des Ressources en Francais

• Interligne: Appeler une ligne d’écoute sans frais ou un chat accessible.
• Jeunes identités créatives: Organisme communautaire pour supporter la famille d’un enfant trans. Aide aux parents et aux enfants.
• Tel-jeunes: Téléphone ou texto plus chat. Ce n’est pas spécifiquement pour la diversité de genre, mais pour tous les jeunes.

Additional English Books

Antonio’s Card
By Rigoberto González
Illustrated by Cecilia Concepción Álvarez

Families, Families, Families!
By Suzanne Lang
Illustrated by Max Lang

Heather Has Two Mommies
By Lesléa Newman
Illustrated by Laura Cornell

In Daddy’s Arms I Am Tall: African Americans Celebrating Fathers
By various poets
Illustrated by Javaka Steptoe

Stella Brings the Family
By Miriam B. Schiffer
Illustrated by Holly Clifton-Brown

Sunday Shopping
By Sally Derby Miller
Illustrated by Shadra Strickland

The post From Exclusion to Inclusion: Teaching Equity Through Books appeared first on TEACH Magazine.