In yesterday’s article, I argued that co-creation in classrooms is essential to fostering meaningful and relevant learning experiences. To achieve this, we must move beyond rigid, mandated curricula that alienate students by prioritising systemic goals over individual needs. Instead, education should be a collaborative process, designed with intention and rooted in the lived realities of those it seeks to serve. However, for co-creation to truly succeed, it must go beyond a shift in classroom practice—it requires schools to embrace the deeper work of fostering true partnership. This begins with recognising that teachers are not mere service providers, tasked with delivering pre-set content, but integral members of the school community whose insights and expertise are invaluable. Equally, marginalised voices—whether those of students or teachers—must not only be included but given equal weight in shaping educational spaces.
Yet, the path to true partnership is obstructed by significant barriers. Systemic inequities, such as underfunding in Title I schools, often leave educators disconnected from the communities they serve, whilst cultural biases within school environments perpetuate the marginalisation of already vulnerable groups. Harmful attitudes, including overt bigotry, undermine the safety and visibility of LGBTQIA+ students and staff, and the pervasive view of education as a compliance-driven system stifles opportunities for authentic collaboration. These challenges are not incidental; they are deeply embedded in the fabric of our educational systems. Overcoming them will require both a structural and cultural transformation, grounded in the principles of equity, inclusion, and mutual respect.
Teachers as Community Members, Not Service Providers
The perception of teachers as service providers fundamentally undermines their role as collaborators in the educational process. Too often, we are judged by how well we adhere to external, profit-driven initiatives—such as the ableist and behaviourist “Kagan Structures”—rather than by our ability to cultivate organic, supportive classroom communities. These structures prioritise compliance over connection, reducing teachers to the role of facilitators tasked with implementing predetermined routines, regardless of whether these strategies serve the needs of their students. This approach strips teaching of its relational and contextual essence, leaving little room for the kind of collaboration and trust required to create meaningful learning environments.
As a teacher at a Title I school, I’ve experienced this disconnect firsthand. Although my district offers some of the highest teacher salaries in the county, the reality is that these wages have failed to keep pace with the soaring costs of housing, food, and transportation. This disparity is exacerbated by the way school funding is tied to property taxes, a system further strained by the shift from homeownership to rental markets. Commercial properties, which dominate the rental sector, are often taxed at lower rates than homes, resulting in underfunded schools in the very communities that need the most support. The practical impact of this economic mismatch is stark: I cannot afford to live in the community where I teach, despite it being one of the most economically disadvantaged areas in the city. Instead, I commute 81 miles each way, a distance that significantly limits my ability to participate in after-school functions or weekend events.
This geographic disconnect has real consequences for relationships with students and their families. Teachers who commute long distances often struggle to build the deep local ties that foster trust and collaboration, whilst those who live in the community are better positioned to understand and respond to its unique needs. However, the housing crisis creates an untenable situation for many educators, leaving them physically and emotionally removed from the schools they serve.
There are solutions, but they require bold, systemic action. In California, school districts have the legal ability to convert district-owned properties into affordable housing for employees, yet few take advantage of this opportunity. In my district alone, there are vacant lots within a short bike ride of my school that could be developed into housing for teachers, strengthening our connection to the community. Beyond housing, districts must also implement intentional strategies to engage commuting teachers with local families and events, ensuring that even those who live outside the area feel embedded in the community. Addressing these issues is critical not just for teachers’ well-being but for the health and cohesion of our school communities.
Centring Marginalised Voices
For co-creation to have any meaningful impact, it must centre and amplify the voices of those most often excluded from educational decision-making: marginalised students and staff, particularly those from LGBTQIA+ and disabled communities. These voices are not just critical to shaping equitable learning spaces—they are essential for ensuring that education serves everyone, not just those who fit neatly into dominant norms. Yet, in too many schools, the lived experiences of marginalised individuals are silenced or dismissed, creating environments where co-creation is impossible because trust and safety are absent.
This year, my school’s Pride club, which I’ve previously helped sponsor, was not re-established due to a lack of “interest.” However, speaking privately to students revealed that the real issue wasn’t apathy but fear. Heavy bullying of LGBTQIA+ students remains a significant problem on campus, and the lack of visible support from the administration has left these students feeling vulnerable and invisible. When systemic failures allow such bullying to persist unchecked, they send a clear message: this is not a safe space. In such an environment, co-creation becomes an unattainable goal, as marginalised students are forced to prioritise survival over engagement.
My own experiences as a queer, trans teacher reflect this systemic neglect. Before coming out, I often encountered openly bigoted views from both teachers and students, shared either with me or in my presence, under the assumption that I was a “safe” audience for their prejudices. After coming out, some of these professional relationships were severed entirely, as certain faculty members distanced themselves rather than confront their own biases. These experiences underscore how deeply embedded discrimination is within school cultures, often going unchallenged even by those in positions of authority.
To address these inequities, schools must take proactive steps to create genuinely inclusive environments. However, the current political climate, with its deliberate dismantling of Diversity, Equity, Inclusion, and Belonging (DEIB) programmes, poses a direct challenge to these efforts. Mandatory professional development on equity and inclusion, whilst still important, often falls short when it comes to shifting deeply held bigoted views. Those who harbour such prejudices are rarely persuaded to change their beliefs by sitting through a scripted presentation at a faculty meeting. True transformation requires something far deeper—a shift in how people view and value one another, recognising others as fully valid, complex humans who are inherently deserving of respect, dignity, and inclusion. This change must begin from within, nurtured through self-reflection and genuine engagement, rather than being imposed from above through perfunctory policies or programmes.
Yet, the current regime seeks to permanently close the door on even these surface-level efforts. By eliminating DEIB initiatives, they aim to normalise exclusion and reinforce the status quo, making it ever harder to create spaces where marginalised voices can be heard and valued. This is not just a setback for equity—it’s a calculated attempt to silence those who have long been excluded from systems of power and influence.
Centring marginalised voices, therefore, becomes an act of resistance as well as a necessity. When LGBTQIA+ and disabled students feel genuinely safe, respected, and valued, they are more likely to participate fully and collaborate meaningfully, enriching the learning experience for everyone. Co-creation depends on trust, and trust can only be built through an authentic commitment to dismantling the barriers that silence and exclude. If schools are to uphold this commitment in the face of mounting opposition, they must foster environments where inclusion begins not with mandates, but with a cultural shift—a willingness to see and celebrate the humanity of every individual.
Partnership as a Cultural Shift
Partnership in education is not simply a matter of structural changes or policies; it is, at its core, a cultural shift. True partnership requires mutual respect between students and teachers—a recognition of one another’s humanity and individuality. Yet, in practice, this respect often feels one-sided. Many students at my school do not take the time to learn their teachers’ names, defaulting instead to generic titles like “Mister” or “Miss.” When I assert my preference for “Doctor,” which reflects both my earned PhD and my non-binary identity, I’m frequently met with resistance. Students sometimes accuse me of being “bougie,” failing to consider that I am gender diverse, trans, and that their binary expectations of adults simply don’t fit me. More broadly, this dynamic reveals a deeper issue: students often don’t see teachers as individuals or even as fully human. We are too often reduced to roles, stripped of the complexity and authenticity that partnership demands.
This lack of mutual recognition extends beyond teachers. True partnership also requires a willingness to challenge biases and value diverse perspectives—both of which are frequently absent in schools that fail to prioritise inclusion. When marginalised groups do not feel safe or seen, the foundations of trust and collaboration crumble. Hostile environments persist, fuelled by unchecked bigotry among staff and pervasive bullying among students. These conditions not only silence marginalised voices but also undermine the potential for meaningful co-creation in classrooms.
To foster partnership as a cultural norm, schools must commit to actionable shifts that prioritise trust, inclusivity, and dialogue. One step is creating regular opportunities for open conversations between staff, students, and families. These dialogues allow for the sharing of experiences, the confronting of biases, and the building of mutual understanding. Another critical step is to co-create classroom norms and goals at the start of the year. Inviting students into this process not only fosters a sense of ownership but also sets the tone for a collaborative, respectful learning environment. By establishing these shared expectations, teachers and students alike can begin to see one another as partners in the educational journey.
Ultimately, shifting school culture to prioritise partnership is about more than isolated initiatives—it requires an ongoing commitment to valuing every individual within the community. It means recognising that trust and respect cannot be mandated but must be cultivated through intentional, inclusive practices. Only by embracing this cultural transformation can schools create the conditions for true partnership and meaningful co-creation.
Barriers to True Partnership and Solutions
Achieving true partnership in education is no small feat, particularly when systemic barriers make such collaboration seem like an uphill battle. One of the most pervasive challenges is the rigid structure of standardised testing and pacing guides, which leaves little room for flexibility or innovation. In the Spring term alone, our school faces at least one major state or district-mandated test per month. These assessments demand extensive preparation and administrative time, narrowing the curriculum and robbing teachers and students of the opportunity to engage in deeper, more meaningful learning experiences. Instead of fostering creativity or critical thinking, these systems prioritise compliance and uniformity, leaving little space for the kind of relational trust that true partnership requires.
Economic inequities further exacerbate these challenges. My school, like many others in underfunded areas, has been hit with significant budget cuts for the upcoming academic year. These cuts will mean the loss of staff and critical services, including a dedicated Psychiatric Social Worker and a counsellor. For a Title I school serving a high-need population, these reductions are devastating. They not only diminish the support available to students but also place additional strain on teachers, who are already underpaid and overburdened. When schools operate under such scarcity, the space for innovation and collaboration shrinks even further, replaced by a desperate focus on simply meeting basic needs.
Compounding these issues is institutional inertia—the resistance to change that permeates many educational systems. Despite evidence of better approaches, schools often cling to outdated practices and hierarchies, unwilling to take the risks necessary for meaningful transformation. This stagnation stifles creativity and prevents the adoption of strategies that could foster genuine collaboration and equity.
However, these barriers are not insurmountable. One practical solution is to allow teachers and students to collaboratively adapt mandated curricula. By working together to align educational goals with students’ interests and needs, schools can balance accountability with relevance. Additionally, shifting school culture to prioritise relational trust over rigid compliance is crucial. This involves creating environments where teachers and students feel empowered to share their perspectives and take ownership of their learning. Frameworks like Understanding by Design can support this shift, offering structures that maintain rigour while allowing for responsiveness and creativity.
Addressing these systemic barriers will take time, resources, and a willingness to embrace change. Yet, the benefits of fostering true partnership—greater trust, inclusivity, and engagement—are well worth the effort. With intentional action, schools can begin to dismantle these obstacles and create spaces where collaboration and equity thrive.
Final thoughts …
Co-creation in education holds immense promise, but it can only succeed when schools commit to fostering true partnership. This means going beyond token gestures or surface-level changes and embracing a fundamental shift in how we approach teaching and learning. True partnership demands equitable and inclusive practices that centre the humanity of everyone involved—students, teachers, and families alike. It calls for a rejection of compliance-driven models that prioritise uniformity and control over trust and collaboration. Instead, schools must become spaces where relationships are nurtured, voices are heard, and power is shared.
Imagine what education could look like if these partnerships were prioritised. Classrooms would be vibrant, dynamic spaces where students see themselves and their aspirations reflected in the curriculum. Teachers would be respected not just as facilitators but as essential members of the school community, empowered to bring their expertise and creativity to bear. Families, too, would have a meaningful voice in shaping the learning process, ensuring that schools remain responsive to the needs and values of the communities they serve.
In these schools, every voice would be heard, valued, and empowered to contribute to the educational journey. Marginalised students and staff would no longer feel silenced or invisible but would instead find belonging and affirmation. Trust would become the foundation of every interaction, enabling students and teachers to collaborate authentically and meaningfully. Most importantly, these spaces would foster a sense of shared purpose, where everyone is united by a commitment to equity, inclusion, and growth.
This vision is not an unattainable dream—it is a possibility that can be realised through intentional effort and a willingness to challenge the status quo. True partnership is not easy, nor is it quick. But by embracing the principles of trust, collaboration, and respect, we can begin to transform schools into places where every individual feels seen, valued, and empowered to thrive. Together, we can build an education system that not only serves but uplifts every member of its community. That is the promise of true partnership, and it is one worth fighting for.