As the school year approaches, sleep eludes me, a principal in Toronto. Contrary to the calm image some may have of school leaders, I am filled with nerves akin to students and parents gearing up for the return to school. Before the school gates open, my mind is preoccupied with the minutiae of the first day procedures, anxious that I might have missed something critical in my earlier communications.
Rest comes late, often after my anxiety has drained me. Nights are often restless, with occasional awakenings at odd hours, still gripped by panic until I manage to drift back to sleep. The following day, fueled by coffee and nerves, I am the first to arrive at the school parking lot.
Unlocking the school doors, a familiar scent of waxed floors greets me. The chairs are neatly aligned, resembling an expectant audience, while bulletin boards await to showcase student creativity. A school symbolizes a sanctuary for the emotional and cognitive growth of children, a place designed to nurture their potential. The responsibility of molding these young minds brings both joy and a flutter of nerves to my heart.
Reflecting on my childhood experiences, attending middle school in a lower-income neighborhood exposed me to indifferent educators who failed to connect with the students and their community. Placed in a special education class in Grade 8 based on inaccurate assumptions about my abilities due to my immigrant background, I later thrived in advanced courses at a different school, highlighting the systemic disparities that hinder student progress.
The lack of representation in my schooling journey, with only a few racialized teachers encountered over my academic years, underscored the absence of diverse perspectives in education. The dearth of inclusive curriculum and the omission of Black history and Indigenous narratives from the syllabus until university underscore the need for a more comprehensive and representative educational approach.
Transitioning into a teaching role, I faced bias and skepticism from colleagues, who questioned my qualifications and attributed my hiring to diversity quotas. Despite years of dedication and preparation, my presence was sometimes viewed as an anomaly rather than earned merit, revealing the deep-rooted biases ingrained in the education system.
Now serving as a principal, every September reignites memories of the importance of representation in education and the transformative impact educators can have on students’ identities. Fostering an environment that celebrates diversity, I prioritize hiring teachers who champion inclusivity, support student affinity groups, and advocate for a curriculum that reflects the diverse tapestry of our society.
On the first day of school, I stand at the entrance, greeting families to instill confidence in the care and dedication my staff and I offer to their children. As laughter fills the hallways and lockers echo shut, the school resonates with the promise of new beginnings.
After more than two decades in education, the persistent butterflies in my stomach serve as a poignant reminder of the significance of our work and the collective responsibility to ensure that every student feels a sense of belonging and support in their educational journey.