EDP140_A3

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Tutor – Anne Burke EDC140 Exploring and Contesting Curriculum – Assessment 2 Page 1 of 5

Ensuring No Student Feels Forgotten in the Educational Landscape Education is often perceived as the great equalizer, a space where every individual is intended to attend school, learn, and flourish. However, amidst the hustle and bustle of the educational landscape, there are situations that can make a student feel forgotten. The implications of such experiences can be profound, affecting not only academic performance but also the overall well-being and future prospects of the student. In this exploration, we delve into the factors contributing to students feeling overlooked and the crucial role educators and the educational system play in addressing and mitigating these challenges. 1. Diversity and Inclusion: Nurturing a Sense of Belonging One of the fundamental aspects contributing to students feeling forgotten is the lack of emphasis on diversity and inclusion within educational institutions. Students from minority backgrounds, those with learning differences, or those who do not fit conventional expectations may find themselves struggling to connect with the curriculum or feel marginalized. It is essential for educators to foster a sense of belonging by incorporating diverse perspectives into the curriculum, ensuring that students see themselves represented and acknowledged in the learning environment. This inclusivity extends beyond the curriculum to encompass cultural celebrations, awareness programs, and a commitment to understanding and respecting the unique experiences of each student. 2. Personalized Learning: Recognizing Individual Strengths and Challenges Every student is unique, with a distinct set of strengths, challenges, and learning styles. The one-size-fits-all approach often employed in education can leave some students feeling overlooked. To address this, educators must adopt personalized learning strategies that recognize and cater to individual needs. By incorporating differentiated instruction, providing varied assessment methods, and offering additional support where necessary, educators can create an environment that values each student's journey. Additionally, establishing open lines of communication with students and encouraging them to express their preferences and concerns can contribute to a more personalized and responsive educational experience. 3. Mental Health Support: Nurturing Emotional Well-being The pressure and demands of the educational system can take a toll on students' mental health. Some students may face challenges such as anxiety, depression, or other mental health issues, making it difficult for them to engage fully in their studies. Unfortunately, the stigma Page 2 of 5

surrounding mental health often leads students to internalize their struggles, feeling forgotten and unsupported. Schools must prioritize mental health education, provide access to counseling services, and create a culture that destigmatizes seeking help. When students feel emotionally supported, they are more likely to thrive academically and develop a positive outlook on their educational journey. 4. Communication and Collaboration: Bridging Gaps in Understanding Communication breakdowns between students, educators, and parents can contribute to the feeling of being forgotten. In some instances, students may be facing challenges at home that impact their ability to engage in school. Establishing open and transparent lines of communication between educators and parents is essential for identifying and addressing these challenges early on. Additionally, educators should actively seek feedback from students, creating a collaborative environment where everyone feels heard and valued. Regular check-ins, parent-teacher conferences, and forums for student input can bridge gaps in understanding, fostering a sense of connection within the educational community. 5. Resource Allocation: Equitable Access to Opportunities Disparities in resource allocation can exacerbate feelings of neglect among students. Schools in economically disadvantaged areas may lack access to quality educational materials, extracurricular activities, or advanced placement courses. It is crucial for educational institutions to address these inequalities by advocating for equitable funding, ensuring access to essential resources, and offering additional support where needed. By prioritizing resource allocation based on the actual needs of each school and its students, the educational system can contribute to creating a more level playing field and reducing the likelihood of any student feeling overlooked. In conclusion, ensuring that no student feels forgotten in the educational landscape requires a comprehensive and proactive approach. It involves fostering a culture of diversity and inclusion, implementing personalized learning strategies, prioritizing mental health support, enhancing communication and collaboration, and addressing disparities in resource allocation. As educators and stakeholders in the educational system, it is our collective responsibility to create an environment where every student feels seen, valued, and supported in their academic journey. Only through such concerted efforts can we fulfill the true promise of education as an inclusive and empowering force for all. Page 3 of 5

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References Adam, H.J. (2019). Five tips to make school bookshelves more diverse and five books to get you started. The Conversation . Retrieved from https://theconversation.com/five-tips- to-make-school-bookshelves-more-diverse-and-five-books-to-get-you-started-110718 Baker, J. (2021, April 29). First Nations Australians in proposed curriculum changes . The Sydney Morning Herald. https://www.smh.com.au/education/students-to-be-taught- about-invasion-experience-of-first-nations-australians-in-proposed-curriculum- changes-20210429-p57nbq.html Ballantyne, G. & Malhi, A. (2017). Interculturalism: how diverse societies can do better than passive tolerance. The Conversation . https://theconversation.com/interculturalism- how-diverse-societies-can-do-better-than-passive-tolerance-72874 Education Council. (2019). Alice Springs (Mparntwe) education declaration . http://nla.gov.au/nla.obj-2391375250 Fleet, A. (2017). Planning, programming and embedding curriculum. In B. Gobby & R. Walker (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 421-444). Gowlett, C. & Niesche, R. (2017). Learner diversity and school practices. In B. Gobby & R. Walker. (eds). Powers of Curriculum: Sociological perspectives on education. (pp. 352- 375). Grant, S. [The Ethics Centre]. (2016, January 19). IQ2 Racism debate: Stan Grant . YouTube. https://youtu.be/uEOssW1rw0I Hayes, D. (2013). Young people and schools. In R. Connell, A. Welch, M. Vickers, et al. (eds). Education, Change and Society . McGraw, K. (2017). Identity formation: Consumerism and popular culture. In B. Gobby & R. Walker (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 241-264). Page 4 of 5

McGregor, G. & Mills, M. (2017). The virtual schoolbag and pedagogies of engagement. In B. Gobby & R. Walker. (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 370-397). Pearce, J. (2017). The trap of binary thinking: Problematising gender and social disadvantage. In B. Gobby & R. Walker. (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 190-220). Rudolph, S. & Brown, L. (2017). Understanding the techniques of colonialism: Indigenous educational justice. In B. Gobby & R. Walker (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 280-333). Taylor, A. (2007). Innocent children, dangerous families and homophobic panic. In S. Poynting (Ed.), Outrageous!: moral panics in Australia (pp. 207-221). Walker, R. (2017). Student-centred approaches to planning in primary and secondary schools. In Gobby & R. Walker (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 440-480). Windle, J. (2017). The education system and SES: Mapping disadvantage. In B. Gobby & R. Walker. (eds). Powers of Curriculum: Sociological perspectives on education . (pp. 165-199). Page 5 of 5

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