As an NYC DOE educator dedicated to mentoring new teachers, guiding multilingual learners, and leading Respect for All in a Title-1 Brooklyn school, I believe culturally responsive-sustaining education is the beating heart of the work we do. Starting this journey is both an opportunity and responsibility, grounded in honoring the personal and cultural identities of each student and building interventions that truly support their strengths and needs.

What Does Culturally Responsive Interventions Mean?

Culturally responsive interventions validate students’ identities and experiences. This means:

Mirrors: Helping students see themselves reflected in curriculum, classroom life, and adult attitudes.
Windows: Offering ways for students to understand others, connect across cultures, and expand their perspective.

Effective interventions center families’ cultures, languages, histories, and strengths—making learning not just relevant, but deeply affirming.

Learning About Students’ Families, Languages, and Histories

I vividly recall welcoming a small group of immigrant siblings whose parents did not speak English; they shared their story of moving abruptly and spending weeks in shelters before enrolling in our school. Our team spent time translating registration forms, connecting the family with local food and clothing pantries, and ensuring the students had contacts who spoke their home language. Over time, these students blossomed academically and socially, in part because they saw their traditions incorporated into classroom routines and celebrations—such as sharing their favorite stories and foods at school and family events.

One of the most powerful first steps is learning about the families in our school community. I do this in ways both big and small:

Hosting family nights where traditions and languages are celebrated.
Using welcoming rituals, like greetings in home languages, or sharing everyday stories, in order to build trust.
Asking about cultural practices and beliefs, with warm curiosity.

By actively listening, teachers can design interventions that reflect real family priorities, such as supporting bilingualism or adjusting goals to match cultural norms.

Reflecting on Our Own Biases

Culturally responsive work asks educators to examine and address private biases. Self-reflection is the first step. I practice this myself as well as encourage my colleagues to:

Use guided protocols and self-audit tools to examine beliefs and behaviors.
Seek critical feedback from peers and families.
Name and challenge stereotypes or fixed ideas about students’ capabilities or backgrounds.

Reflecting on my own implicit biases was an ongoing process filled with both challenges and growth; it required honesty to admit my assumptions, vulnerability to confront discomfort, and a willingness to adjust my thinking and practice. While it was difficult to recognize how unconscious beliefs could shape my expectations and interactions with students, engaging in self-reflection and seeking feedback deepened my capacity to create an equitable classroom, ultimately benefiting both my students and my professional relationships.

High-Impact Strategies for Starting Out

Starting with culturally responsive interventions isn’t about having all the answers. It’s about small, practical actions every teacher can take:

Use students’ home languages in lessons and classroom routines.
Integrate culturally relevant texts and examples in instruction.
Invite families to co-create learning goals and help monitor progress.
Connect students to community mentors who share their backgrounds.
Reflect, adjust, and learn from feedback—making continuous improvement a team effort.

Supporting Teachers on the Journey

Mentoring new teachers is central to building capacity for this work. Many feel uncertain or uncomfortable, and that’s okay. Growth requires grace and support. I remind colleagues that culturally responsive practice is a journey- progress, not perfection, is the goal. Leadership must invest in professional development, peer networks, and opportunities for reflection.

I remind colleagues that culturally responsive practice is a journey- progress, not perfection, is the goal.

I recall mentoring a new teacher who was uncertain about culturally responsive education by encouraging her to reflect honestly on her own biases and share her vulnerabilities; through open dialogue and listening to students’ stories, she gradually grew more confident, began integrating family backgrounds into lessons, and saw her classroom transform into a space where every child felt seen and valued.

Call to Action: Start Small, Start Now

The work of culturally responsive education begins with a single step: listening to students and families, and looking inward. Every classroom action, every intervention, can be a mirror or window. Let’s hold each other accountable and celebrate progress as we strive to make our schools places of belonging, rigor, and joy- for every child.

The transformation begins with us...let’s make every student feel seen, respected, and empowered.

References

“Culturally Responsive-Sustaining Education.” New York City Department of Education. Accessed September 17, 2025. https://www.schools.nyc.gov/about-us/vision-and-mission/culturally-responsive-sustaining-education.

“Multi-Tiered System of Supports (MTSS).” New York State Education Department. Accessed September 17, 2025. https://www.nysed.gov/innovation-school-reform/multi-tiered-system-supports-mtss.

“MTSS and Culturally Responsive PBIS Promotes Equity and Reduces the Opportunity Gap.” Student Achievement Solutions. Accessed September 17, 2025. https://www.studentachievementsolutions.com/mtss-and-culturally-responsive-pbis-promotes-equity-and-reduces-the-opportunity-gap/.

“Checking Your Biases.” ASCD. Accessed September 17, 2025. https://www.ascd.org/el/articles/checking-your-biases.

“Recognizing Your Biases.” National Education Association. Accessed September 17, 2025. https://www.nea.org/recognizing-your-biases.

“Culturally Responsive and Sustaining Pedagogies.” WeTeachNYC. Accessed September 17, 2025. https://www.weteachnyc.org/resources/collection/culturally-responsive-and-sustaining-pedagogies/.

“Mentoring New Teachers for First-Day, First-Year Success.” IDRA. Accessed September 17, 2025. https://www.idra.org/resource-center/mentoring-new-teachers/.

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