Holding Space for Learning grew out of my work in public schools, my graduate studies, and the roles and relationships that shape my life beyond the classroom.

I believe students learn best when they are treated as whole humans, 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 is not about having all the answers; it is about slowing down, noticing, and doing the work with intention.

This is how I hold space for learning.