Tackling Exclusion in the Classroom: Teaching Students to be Includers (Plus Free Anchor Chart)
If we hope to foster an inclusive environment and classroom community and develop a sense of belonging in our students, I think it’s important to spend time discussing and naming behaviors that exclude others that students may experience in a classroom, school, or public environment. I recommend discussing exclusionary behaviors early in the school year so that students have had the opportunity to think about these types of behaviors, understand that they are not acceptable, and have some strategies for counteracting exclusion when they see or experience it.
Directly focusing on exclusionary behaviors sets the tone for the year, helps to foster a sense of belonging, encourages inclusivity, and empowers students to become includers. This proactive approach not only cultivates an inclusive environment but also significantly contributes to bullying prevention efforts.
DEFINING EXCLUSION IN THE CLASSROOM
When you begin your discussion, be sure to define exclusion for your students. I define exclusion as the act of shutting out or preventing someone (or a group of people) from being part of a group or community. Exclusion is the opposite of extending a sense of belonging and being welcoming to others. Exclusionary behaviors can be obvious or subtle and can often quickly develop into bullying behaviors if they are not addressed head-on.
Next, invite students to share and brainstorm a list of examples of how exclusion plays out in the classroom and school community. I’ve come up with a list of examples to get you started. (Of course, for this lesson, I’ll compile all of our examples onto an anchor chart so that we can refer back to it again and again. I’ll even add my definition of “exclusion” to the chart.)
EXAMPLES OF EXCLUSIONARY BEHAVIORS IN SCHOOL AND CLASSROOM ENVIRONMENTS
snickering or whispering when someone walks by or joins a group
saving a seat at lunch or lying about a saved seat at lunch
sharing snacks/lunch items with specific students, but not others
not allowing someone to join a group game at recess
passing out birthday invitations at school when everyone is not invited
having a certain style that is considered cool and pointing out that other’s clothing, hair, shoes, or anything about their appearance is different or uncool
calling another student demeaning names
labeling a group of students (i.e. the smart kids, the athletic kids, etc)—the implied message here is that students who are not classified as part of those groups do not share in those characteristics
exchanging looks or making gestures with other students (i.e. rolling eyes or holding back laughter) when someone enters the room, is giving a presentation, asks a question, etc.
making generalizations about gender, race, or culture
mocking how another student speaks, looks, acts, etc.
giving someone an unwanted nickname
purposely mispronouncing another person’s name
passing notes or saying things like “Don’t tell her!” where another student can hear
spreading rumors about another student
refusing to allow someone to be a partner or group member and valuing other group members over certain students
playing jokes to make fun of another person (like sticking a “kick me” note on their back)
not allowing someone to sit with or near you on the bus
rolling your eyes or groaning when you are partnered or grouped with certain students
This list could go on and on, but the ideas shared will allow your students to gain a common understanding of what is meant by exclusion. In addition, you will likely gain lots of insights about some of the things your students have experienced or witnessed.
Discuss how it feels to be on the receiving end of these exclusionary behaviors. Ask students to name the feelings and thoughts that arise when they are excluded. Consider having students journal about a specific time they were excluded from a group and how it made them feel. You may ask them to share their experience with a partner if they are comfortable doing so.
EXCLUSION AND BULLYING BEHAVIORS
Next, I like to go through the list we have generated together and put a star beside behaviors that are borderline (or overtly) bullying behaviors. I explain that some of these examples can quickly develop into exclusionary bullying behavior, when someone is repeatedly and purposely isolated and excluded. We discuss that one of the easiest ways to prevent bullying in the classroom is to have a no tolerance policy with exclusionary behaviors and to instead pour our energy into being an includer to our peers.
RESPONDING TO EXCLUSIONARY BEHAVIORS
Not only should you help your students learn how to cultivate and maintain a classroom community that stresses inclusiveness and belonging for all, but you should also discuss how to deal with these exclusionary situations. How should we respond when we realize we are a witness to or part of an exclusionary behavior?
Follow-up lessons are necessary to help students move from being able to identify exclusionary behaviors and understand their potential power in leading to bullying to learning how to tackle exclusionary behaviors head-on and promote inclusivity instead.
IDEAS FOR TEACHING STUDENTS TO BE AN INCLUDER
Give opportunities for small groups to role-play situations involving exclusion and inclusion. Hold class discussions about different ways for students to respond, both when they are the recipient of the exclusionary behavior or when they are a witness to it.
Explore and promote topics related to diversity and cultural differences in the classroom. Find opportunities for students to share about, celebrate, and respect each other’s uniqueness.
Spend time discussing the power of language with students and how certain words or phrases may unintentionally exclude others. Involve students in developing some classroom norms around words or phrases that aren’t welcome and ones that should be used instead to promote inclusivity. Consider posting these norms where students can reference them throughout the year as needed.
Set aside time for reflection on class inclusivity efforts and to celebrate instances where students demonstrated inclusivity toward their peers. This could include spotlighting an “Includer of the Month” student, a weekly 5-minute check-in and shout-out, or even a “graffiti wall” where students can add a classmate’s name that modeled inclusivity.
Consider developing a classroom system where students can call out exclusionary behaviors in a compassionate way and help their peers flip a potential exclusive situation to an inclusive one.
Much like anything of importance, a safe, accepting, inclusive classroom and school community may not be created with the snap of a finger or by lecturing our students. As teachers, we have a responsibility to teach students that creating and maintaining this desired inclusive environment is hard work and learning how to be an includer is a lifelong pursuit, following us as we grow into adulthood and find ourselves in the workplace, in neighborhood communities, and as active citizens in society.
As teachers, we have to be vigilant of exclusionary behaviors, we have to believe that creating an inclusive community that supports and cares for one another is our job, and we should feel comfortable naming these (and other) behaviors and calling on our students to actively pursue those inclusive, caring environments along with us.
I teach my social-emotional learning skills during my morning meetings. I include this lesson in my Sense of Belonging theme unit. You can download your first morning meeting theme for free!
Also, if you are looking to ensure that your picture books about belonging and community adequately represent a wide array of characters, check out this book list.
GET YOUR FREE BELONGING UNIT RESOURCES!
This free theme unit is packed with lesson ideas, student journal pages, discussion prompts, self-reflections, bulletin board materials, and more. YES! Everything you see below for the belonging theme is FREE!
If you need or prefer digital resources, I’ve got you covered with Google Slides versions of each theme set. Grab your FREE slides for belonging here.
My morning meeting routine is based on themes in literature. My morning meeting model is a routine classroom experience that allows students the opportunity to develop personally, academically, and socially through the use of self-reflection, read alouds, songs, videos, quotations, key vocabulary, classroom discussions, and the teacher as a trusted guide.
Each element of the framework works to create a theme-study while at the same time teaching social emotional learning skills, character education, and strengthening the classroom community. The 5 phases of the framework include:
Exposure/Launching the Theme (without coming right out and telling students what the theme is)
Introducing the Theme, Self-Reflection, and Goal Setting
Student Discussion
Building the Theme
Consolidating Learning, Reflecting, and Creating Closure
Materials and resources for each of these components are included in each theme unit.
THEMES TO GUIDE YOUR SEL MORNING MEETINGS ALL YEAR LONG
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What are other examples of exclusionary behaviors in school and classroom environment that I missed? Share in the comments and I will update my list.
