Holding Space for Learning grew out of my experiences as a parent, community member, public school teacher, graduate student, and friend, and from my belief that learning is inseparable from care, equity, and belonging — shaped by the relationships and responsibilities that extend far beyond the classroom.

I believe students learn best when they are treated as whole humans, and when their identities, cultures, languages, beliefs, and lived experiences are respected rather than minimized or ignored.

I strive to ground my teaching in trauma-informed practice, high expectations, and the understanding that behavior is communication. I question traditions that prioritize compliance, convenience, or the comfort of the majority over student dignity and inclusion.

This is a space where I reflect on classroom moments, public education, and the choices we make — often quietly — that shape who belongs at school. It’s not about having all the answers; it’s about slowing down, noticing, and doing the work with intention.

This is how I hold space for learning.