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To build a society that advances the human rights of all people requires the social justice movement to be intentional in including intersecting identities and diverse equity struggles.

If we want our students to feel safe and accepting of their own mental health issues, can we model that by being open ourselves?

What can teaching neurodiverse texts do for people with and without cognitive disabilities? We’ve just scratched the surface of possibility.

A few years ago, I was called to translate by a social worker at a primary school. A teacher had complained that one of her students never looked her in the eye when spoken to and was painfully shy. The child never participated in class unless it was obligatory and only under duress. She was frequently absent, particularly on days when she had to make a presentation before the class. However, the student was very bright, with excellent grades and careful, neat work. The social worker wanted me to contact the parents and arrange a meeting to discuss a special education placement.

Every morning, Leo's smile brightens the cafeteria at my elementary school. He hobbles in, holding his teacher's hand. His eyes squint at the bright lights. He squirms at loud noises. And always, he smiles.

Educators need to recognize the doubts that students carry, this former elementary teacher says. But in doing so, educators should emphasize to students that doubt can lead to learning and growth.