Everyone is Welcome Here
“Everyone is welcome here.”
Who knew four words, inclusive words, would ever cause such unnecessary uproar? For those reading and wondering what in the world I am talking about, let me explain. A teacher in Idaho was recently asked to take down a sign in a classroom with this very statement written on it. According to an article on Today’s website, the poster needed to be taken down because of district policy “that classrooms must respect the rights of people to express differing opinions and that decorations are to be ‘content neutral.’” She is currently fighting the district on the controversial decision.
The realization that this is where we are currently at as a society is an entrée of devastating and terrifying, with an entire mix of emotions on the side.
As a principal, my message to the school each morning was very clear. It was not “Make sure you follow the lesson plan step by step” to the teachers. I didn’t tell students that their state assessments better be perfect because it is a reflection of who they are as humans.
The message was four simple words and reflected what I believed to be the true culture of our building: “You’re loved. You matter.”
Education is not just about academic achievement; it is fundamentally about nurturing every person’s emotional well-being. Students and staff must feel recognized and valued in their environments for them to thrive and succeed. Affirmations about who they are can create a supportive atmosphere that encourages engagement by giving them voice and agency, foster a sense of belonging, and enhance the overall experience.
Let’s reflect. How do we actually “respect the rights of people to express differing opinions” in a productive way? We intentionally create a brave space for them to learn how to communicate those views and needs respectfully and appropriately.
When people come to a school or any environment in which they spend most of their time, they bring with them their individual stories, backgrounds, and challenges. They carry the weight of their stories with them. Some they will tell us. Most, they will keep to themselves out of fear or necessity. We become part of that story. My challenge is to always consider these interactions and relationships in 15-20 years. When they go to write their stories, and think of us, what do we want that chapter to called?
We should be ensuring that everyone knows their voice and presence matters, and that they have a place within their school communities; Not forcing them to question whether or not their stories have value. Having this approach is the path to accepting people for where they are in in life. Everyone’s challenges are different, experiences varying at every turn. Schools should be a place for all those life paths to come together.
During a time when so many of us might face adversity, whether through societal pressures or personal struggles, the reassurance that we are loved, welcomed, and have intrinsic value can make a transformative difference. Through promoting messages of support and validation, integrating social-emotional learning into the school experience, and engaging families and communities in meaningful dialogues, we can begin to develop agency in a younger generation by empowering them by simply welcoming one another to this place. Let us remind our students and staff consistently that they are cherished and that their presence enriches our schools, paving the way for brighter, inclusive futures in education.
If this is a hill you are willing to die on, know that you aren’t standing alone. I am right there with you. These posters are more than decorations. They are more than words. They are a way of life. They are the constant reminder that this environment is a brave space. Take them away and we are telling students and staff, “Well, only some of you are welcome here.”
And that’s not the title of chapter I want to be remembered for.
