Creating a school environment where trust, safety, and belonging are felt by students, families, staff, and community partners is essential for meaningful learning and engagement. When schools recognize and honor the diverse experiences of their communities, they create spaces where everyone feels seen, heard, and respected. Everyone plays a role, and anyone can make a lasting impact.
I can relate to many young children and youth who are newcomers. I understand what it feels like to be told, “Your first day of school will be just fine.” While that offers hope, too often it can be misleading. Many of us enter the school system expected to “swim” on our own. Some manage, but imagine the difference if real systems of support were in place from the very beginning. What if we focused less on newcomer students being ready for school and more on schools being ready to welcome and support students–from the start?
I remember the chaos of my first day in third grade in America, in an elementary school in Los Angeles. Midway through the day, my teacher decided to transfer me to a first grade classroom, because I wasn’t at the same level as the rest of the class. I felt confused and overwhelmed by the sudden switch, especially as I was just beginning to make friends and feel comfortable in class. My tears and the concern of my first grade classmates prompted a discussion between the teachers and the principal. Ultimately, I was allowed to stay in third grade as long as I showed progress and could catch up with the rest of the class. My parents weren’t even part of that discussion until I was picked up from school. As you can imagine, it was an unforgettable first day!
Later that week, I was paired with an incredible teacher assistant who worked one-on-one with me. She not only motivated me and provided resources and tools to help me learn; she also showed me a level of compassion that left a lasting impact on my life. The experience shaped me and inspired my desire to support youth and children in the classrooms.
Looking back, I realize I wasn’t the only one having an overwhelming day. My third grade teacher was overwhelmed and unprepared to support me while managing 20 other students. But it was only when my first grade teacher paid attention to my emotions that others were able to see that I needed additional support. And that made all the difference.
Years later, I found my way back to the Los Angeles Unified School District (LAUSD) and got a job at the same school I attended and where it all started, supporting some of my former teachers. I enjoyed my time there working with teachers, organizing events, and supporting newcomer students and children who needed extra one-on-one support. But at the same time, I witnessed larger systemic issues: teachers lacking support, inconsistent classroom structures, and a lack of trust among students, teachers, parents, and staff. I found myself asking, “What can change? Who is focused on changing these systems?”
From my experiences, I know that it's important to establish systems of open communication and a shared vision aimed at continuing to build trust between students, families, and school staff, with parents included in decision-making from the start. Creating a welcoming environment means ensuring the school has the tools and capacity to support everyone. I remember wanting my teacher to meet me where I was, and being removed from the class caused me to lose trust and distance myself, as I felt rejected. Looking back, I understand the school was doing the best it could with the resources and knowledge available, but that was my experience as a child. It took time for me to feel a sense of belonging.
This brings me to my role as Program and Operations Associate at CSLX, where I support community schools by assisting my amazing colleagues who provide exceptional coaching across California. Community schools are transforming the way schools operate. I’m proud to be a part of it!
Diana Ramos brings over eight years of experience in supporting education within classroom settings, including at Los Angeles Unified School District (LAUSD). She has also served as an Activities Coordinator and Engagement Coordinator for community health programs, where she connected members with resources for health, housing, food, and social services. Diana has organized events and planned enrichment activities designed to support and uplift families in the community.
As an immigrant child who arrived in the U.S. at the age of eight, Diana has a deep understanding of the challenges faced by newcomers in public education. Her personal experiences as a first-generation college student and bilingual speaker of Spanish and English have fueled her passion for driving change and supporting community schools.
Diana lives in Los Angeles with her beloved husky and husband, where they enjoy life together and make the most of every opportunity to explore and go on hikes. Diana hopes to become more involved in animal advocacy and other important causes like mental health to make the world a better place.
The community schools approach teaches us that every voice matters, and that authentic transformation comes when students, families, educators, and community members each contribute their perspectives and strengths.
Community schools only become “the way we do school” when we strengthen and align our systems to hold the work together.
If you want any kind of school transformation to be successful, you have to spend time thinking about and building trust – and community schools work requires a lot of it. How do you know you’ve built trust?
