by Kathleen M. Collins

“I like to draw and paint. I have 249 drawings at home in my room of knights, dragons, superheroes, cars, trucks, and sunsets. These are my favorite things to draw. My mom says I am really creative!” —Christopher, age 8, pre-interview1

“Christopher’s sketches are one of a kind. I really like the design of the costumes. I think the audience will be amazed by the design.” —Rachel, professional artist

“Christopher is very shy; at times he hides under his desk. I think he has significant emotional issues and a very poor self-concept. His first-grade teacher referred him to the Student Study Team, but his parents resisted. I’m not sure what to do.” —Margaret McSweeney, second-grade teacher, pre-interview

How are we to reconcile these different verbal portraits of Christopher? Is he the “really creative” artist who designs “one of a kind” costumes, or is he the shy second grader who hides under his desk and needs to be referred to the school psychologist? What factors influence who the children in our classrooms are able to be? How might exploring the answers to these questions lead us to create classroom communities that are more inclusive, livable, and equitable?

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