As we move towards the winter holiday season, it is natural to discuss the different holidays we all celebrate. As an educator who works in culturally and linguistically diverse communities, I often question myself: how do I honor students’ identities and be inclusive during this season?
I feel that the distrinction between learning and celebrating holidays is key.
Learning about holidays positions it as a place of inquiry. Students explore traditions, stories, and histories without being asked to participate in practices unauthentically. This shift supports equity and belonging.
What it can look like? Here are some suggestions I have personally used:
- Reading diverse texts: Allow students to form connections to their own experiences (encourage critical thinking)
- Centering Student Voices: Students may want to share how they recognize a holiday. This optionality keeps students from feeling put on the spot or singled out as cultural representatives.
- Curriculum Connections: It aligns wells with Social Studies (identity, community, traditions, citizenship), Literacy (informational texts, narratives, speaking and listening) and The Arts (appreciating—not performing—cultural practices)
- Ask “What have you learned about this tradition?” instead of “How do you celebrate?
- Collaborate with Families: Share your approach with families understand that the classroom is learning-focused and give them the chance to share if they feel comfortable
- Reflect Regularly: Ask yourself, “Whose traditions are being centred? Whose are missing? Are all students able to engage comfortably?”
Moving from celebration to learning isn’t about removing joy; it’s about widening the circle of belonging. When students see that their teacher approaches holidays with curiosity, care, and humility, they feel safe, respected, and represented.
