Creating Inclusive Classrooms: Cultivating Community and Belonging

By: Uttara Manohar

As an educator, I believe meaningful learning happens in an environment where students feel seen, valued, and heard. In a recent presentation on Inclusive Teaching Practices at CONNECT 2025, I emphasized the importance of intentionality in creating such learning spaces. Here, I share key insights to help cultivate a stronger sense of community in our classrooms.

Start with Self-Reflection. Before we can create an inclusive space for our students, we must first turn inward. Who are we as educators? How do our identities shape our teaching practices? What implicit biases do we carry? A commitment to ongoing self-reflection allows us to recognize that none of us are perfect, and there is always room to improve.

Our privileges often prevent us from fully understanding the challenges our students face. If we have never experienced food insecurity, we may not recognize how hunger impacts concentration. If we have never been first-generation college students, we may not fully grasp the invisible hurdles they navigate. Acknowledging our limitations and striving for cultural humility—understanding that we don’t know everything but are committed to learning—helps us create a more inclusive environment.

Equality vs. Equity: A Critical Distinction. A common misconception in education is that treating all students the same is fair. However, fairness is not about uniformity—it’s about recognizing that different students have different needs and providing the support that allows each of them to succeed.

So, how do we practice equity? By actively listening to students, making intentional adjustments to our teaching, and removing barriers to learning. Equity starts from the moment we design our courses and syllabi, continues in how we communicate in the classroom, and extends to our assessment practices. For instance, first-generation college students may not have the same familiarity with academic norms as students from families with a history of higher education. Providing additional guidance on assignments, office hours, and course expectations can significantly impact their ability to succeed.

Inclusive Course and Syllabus Design. Students need to see themselves reflected in course materials. An inclusive syllabus incorporates diverse perspectives and voices, ensuring that students from all backgrounds feel acknowledged and valued. Consider the following when designing an inclusive course:

• Diversity of Perspectives: Are the textbooks, articles, and media used in your course representative of a variety of voices?

• Accessibility: Are your materials accessible in terms of both format and cost?

• Welcoming Tone: Think of your syllabus as an invitation. Is your language welcoming and inclusive?

• Allow student participation: How do you allow student input in your course design?

Humanizing your syllabus can give students an insight into who you are and what your course will feel like. Ask students what they like, encourage them to suggest modifications, and collaborate with them in the first week of class to finalize a syllabus that represents a shared learning experience.

Empowering Students: Classroom Practices That Make a Difference. An inclusive classroom offers multiple ways for students to participate. Not every student feels comfortable speaking in large discussions, so offering varied participation methods—such as written reflections, small group activities, or digital forums—ensures that all voices are heard.

Beyond content, inclusive communication plays a critical role. A small but powerful practice is learning and correctly pronouncing students’ names. Repeatedly mispronouncing a student’s name can make them feel unseen. Small, intentional acts like this build trust and demonstrate that we value every individual in our classroom.

Another key practice is acknowledging real-world events that impact students. If we ignore major events that shape students’ lives, we miss an opportunity to foster empathy and understanding. Recognizing these moments and providing space for discussion strengthens the sense of community in the classroom.

Assessment and Feedback: Identifying and Addressing Bias. Grading should be transparent, fair, and growth-oriented. However, unconscious bias can sometimes influence assessments. If we evaluate student work based on a “gut feeling” rather than clear criteria, we may unintentionally favor students whose backgrounds align with our own expectations.

To promote fairness, I encourage:

• Using rubrics to ensure consistency and clarity in grading. A well-structured rubric sets clear expectations and minimizes subjective evaluation.

• Providing multiple forms of assessment to accommodate diverse learning styles. Some students excel at traditional exams, while others may demonstrate their understanding more effectively through presentations, projects, or reflective writing.

• Offering constructive feedback that supports student growth. Instead of focusing solely on errors, provide guidance on how students can improve and acknowledge their strengths.

These small but significant changes create a more equitable learning experience, shifting the focus from performance to progress.

Beyond the Classroom: Institutional and Community Support. Creating inclusive classrooms is not solely an individual effort—it requires institutional commitment. Faculty and administrators must work together to evaluate policies, foster collaboration across departments, and engage with community partners to implement systemic change.

True inclusion happens when universities prioritize equity in policies and practices, ensuring that all students, regardless of background, have access to the resources they need to succeed. Many times, teaching can feel isolating when we forget to connect with one another. However, connection is critical for both teaching and learning.

As bell hooks so powerfully stated, “As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.”

The Power of Inclusive Teaching. Inclusive teaching is not just about best practices—it is about shaping an educational culture that values connection, community, and belonging. It is about seeing students for who they are, acknowledging their lived experiences, and actively working to create a space where every student can thrive. 

I encourage my fellow educators to reflect: What is one step I can take today to make my classroom more inclusive? Whether it’s adjusting course materials, rethinking assessment strategies, or simply learning a student’s name correctly, every action contributes to a more equitable learning environment.

At the heart of education is not just knowledge—it is the relationships we build and the communities we create.