Celebrating Students’ Strengths While Helping Them Continue to Grow

As a social work supervisor in a public school, I spend a lot of time talking about students, whether during individualized education program (IEP) meetings, support team discussions, behavior consultations, or family conferences. Despite the variety of topics, these discussions often begin the same way: by focusing on what a student is struggling with. Whether it’s missing assignments, experiencing emotional challenges, or falling behind academically, the initial lens is usually one of deficits. Sometimes, it feels as though the student’s name is barely mentioned before their difficulties take center stage.

This approach isn’t due to a lack of care or effort on the part of educators. Rather, it reflects how our educational system is structured: Testing, documenting, and intervening all require identifying areas where students fall short.

But when deficit thinking becomes the dominant narrative, it shapes not only how adults view the student, but also how students come to see themselves. Over time, students internalize the message that success means catching up or fitting into a narrow mold. Their strengths and unique perspectives risk being overlooked or undervalued.

However, the story doesn’t have to stay this way. A school can begin to shift this narrative within a single academic year. It can start with everyday decisions—how teachers and staff talk about students, how they plan learning, and how they invite students to participate in their own education. The goal is to move from focusing on what students can’t do, toward recognizing and building on their strengths and potential.

starting with strength-based Conversations

Changing the way we talk about students sets a new tone for the entire learning experience. When educators focus on what students do well, the conversation shifts from remediation to growth. In IEP meetings and classroom planning, emphasizing a student’s talents, interests, or achievements can change how the student views themself and how others support them. For example, a student who loves music or excels in technology can have these strengths woven into their goals and daily activities, fostering engagement and confidence.

This approach does not ignore areas where support is needed. Instead, it acknowledges that students are more than a list of challenges. When educators lead with strengths, they lay a foundation that encourages students to take risks and build on what they already know, rather than feeling defined by their struggles.

Redefining Success Beyond Academics

Too often, success in schools is narrowly measured by grades and standardized test scores. But growth happens in many dimensions. Students develop social skills, emotional resilience, and creativity, which are crucial aspects of success that deserve recognition. For example, a student who learns how to advocate for themself, manage frustration, or build positive relationships is making meaningful progress that supports their long-term growth.

Schools can begin celebrating these nonacademic achievements alongside traditional academic milestones. This broader view of success helps students feel valued for who they are, not just how they perform on tests. Recognizing these strengths within a year builds a more inclusive and supportive environment that motivates students in all areas of their lives.

Involving special education Students in Their Learning Journey

One of the most empowering steps a school can take is to involve students with disabilities in decisions about their education. Often, students are left out of conversations about their goals and supports, which can leave them feeling disconnected or disempowered. Creating opportunities for students to share their interests, challenges, and aspirations changes that dynamic.

In practice, this might look like student-led IEP meetings, regular check-ins where students set or adjust their own goals, or simple reflection activities that invite students to express what works for them. When students have a voice in their learning, they develop greater ownership and motivation, which can lead to better outcomes. Over the course of a year, even small efforts to center students’ perspectives can transform how they engage with school.

Personalizing Learning Without Overwhelming Staff

Personalized learning is often touted as a best practice for students with disabilities, but it’s important to acknowledge the challenges it can create for teachers. Tailoring instruction and supports to each student’s strengths and needs requires time, resources, and training. Without a clear plan, personalization can become an overwhelming task that risks burnout.

To make personalization manageable, schools can start by using existing tools and strategies that have proven effective. For example, Edutopia offers practical advice on personalizing learning in ways that fit into busy classrooms without adding extra burdens on teachers. The Universal Design for Learning framework provides guidance on building flexibility into lessons so that all students can engage with content meaningfully. Starting with a few targeted strategies and sharing successes across staff builds momentum and sustainability.

By focusing on what’s feasible within the school year, a school can create a culture that supports personalized learning while respecting teachers’ capacities. This ensures that students receive individualized attention without compromising the overall classroom experience.

Balancing High Expectations and Support

While providing personalized support is critical, schools must also be careful not to lower expectations in ways that limit students’ potential. Overcorrecting by reducing challenges can send a harmful message that students with disabilities cannot handle rigorous or meaningful work. This risks creating low ceilings that restrict growth rather than promote independence and achievement.

A thoughtful approach within one school year involves regularly reflecting on whether supports are helping students build skills and confidence, rather than simply easing their workload. It’s important to maintain high, but reasonable, expectations that encourage students to stretch while receiving the scaffolding they need to succeed. Educators and administrators can use ongoing assessment and collaboration to ensure that students are challenged appropriately and supported effectively.

True inclusion goes beyond physical presence in classrooms; it requires a school culture where all students feel they belong and are valued. This means actively creating opportunities for students with disabilities to participate in leadership, social activities, and school events in ways that recognize their contributions.

In one school year, efforts to build belonging might include inclusive clubs, peer mentorship programs, or classroom practices that celebrate diverse ways of learning and communicating. Schools can also examine whose voices are represented in student leadership and community events to identify and close gaps. When students experience belonging, they are more likely to engage, take risks, and thrive socially and academically.