Embracing Diversity in Learning - A non-negotiable educational Belief

 

Embracing Diversity in Learning

My non-negotiable educational belief is “embracing diversity in learning”. After reading the sources cited at the end, I struggled to identify a single principle I was unwilling to waive on. However, after watching the TED Talk by Jan Wilson and reflecting on my own first-hand experience as a mother of a child who struggled to learn how to read, I have seen how children who do not learn in traditional ways are often labeled as “special” or “disabled.” These labels frequently lead to segregation, undervaluation and lowered expectations. International schools are just starting to embrace Universal Design for Learning (UDL) practices, but I believe they are far away from actively celebrating diversity in learning.

As Grimshaw and Sears (2008) explain, international students already suffer from the “experience of loss and grief for lost friends,” which is very real and when adapting to a new environment, they may also experience “cultural disjuncture and alienation.” If, in addition to these challenges, students do not conform to traditional learning standards, they often experience the further stigma of being labeled as “special” or “disable” which can intensify feelings of isolation, limiting their ability to fully embrace themselves and develop their true academic and personal potential.

As educators, our primary purpose should be to create nurturing learning environments in which everyone feels valued. An increasing number of students require varied approaches to learning, and research consistently shows that embracing diversity in learning benefits all students, also those considered neurotypical. I

The Association for the Advancement of International Education (AAIE) emphasizes that equity requires dismantling structures, systems, and practices that produce unfair outcomes, while promoting justice and fairness for every learner and recognizing the impact of privilege and bias. I particularly love the concept of dismantling, as it suggests that equity is not about repairing an inequitable system, but about creating a new one, one that truly embraces diversity in learning.

There is currently a clear lack of knowledge, guidance, governance, and frameworks to fully commit to educational equity. However, if more schools adopt this approach, it could make a meaningful difference for globally mobile, diverse learners who learn in nontraditional ways. At the same time, it would enrich the learning experiences of all students by exposing them to multiple ways of thinking and learning.

I strongly connect with AAIE’s vision “to lead with vision, wisdom, integrity, and courage,” and I would add a deliberate commitment to the celebration of diversity in learning styles. This, I believe, is how we can foster a more inclusive, equitable, and sustainable future in education.

Sources:

Association for the Advancement of International Education (viewed in 2025). The AAIE New School Project, New School Project Book - Association for the Advancement of International Education.

Pletser, J (2019), “Inclusion in the international school context: implications for school development”, Journal of research in international education, 18(2), 2019-08, 199 - 211

TED Talks, “Reimagining Disability & Inclusive Education”,  Jan Wilson (2015), Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa

Branson, C. (2008), “Achieving Organisational Change Through Values Alignment”, Journal of Educational Administration, 46(3), 2008-05-09, 376 - 395