This study examines how an elementary teacher implemented inquiry and environmental education to support her students in becoming future caretakers of our planet. Our research question is– how do developing relationships between students and their classrooms support environmental responsibilities? The data comes from an audio recorded interview of a mixed age 3rd and 4th grade teacher who has been engaged in a year long inquiry on the importance of healthy indoor air qualities, specifically CO2. We transcribed the interview and met several times over two months to negotiate codes and finalize our emerging themes (Braun & Clarke, 2022). The analysis revealed two main themes: student agency and reciprocity in the classroom to support environmental action. We found students had agency with how they move and organize themselves in the classroom. This included going outside to air out the classroom, opening windows, and walking into the classroom calmly. All of these strategies came from the students, and they enforced these strategies on their own. We also found evidence of reciprocity in the classroom to support environmental action. This was evident in how students came to understand their relationship with the classroom as mutual and interdependent. They recognized that their behaviors directly affected the classroom and that the classroom, in turn, had a role in their well-being. Therefore, this work illustrates how environmental education can shape students into becoming leaders in the ongoing climate crisis.

Regarding how past and current analyses of ASD behavioral presentations have changed over time, I am exploring what comorbidities can be seen among ASD and other learning disabilities in young children in elementary schools, and what some of the negative examples of early interventions are used in preventing and managing further delays in children with ASD in schools. In utilizing some of the broader research questions, I hope to conduct a full scope of what current research tells us about the statistics of younger children with ASD/learning disabilities falling behind in school, and if a learning curve can be identified in younger children with undiagnosed disabilities today. I also want to explore educational and medical patterns that can be seen in areas with a lack of resources, and if other socioeconomic issues can be identified in a possible disconnect between current ABA services and insurance opportunities in low-income families and communities. In my research thus far, early intervention approaches from the past are being modified to be more universal for young children with ASD, but a fallback that seems to be common is a lack of maintenance due to the specificity of skill-building that can't be applied to real-life capabilities. Furthermore, in some cases, early intervention approaches such as restraint or seclusion are used for challenging behaviors in young children with ASD, and I want to continue to learn more about other barbaric approaches used so that we can further steer away from more unethical practices.

Research has shown that culturally responsive teaching and mentorship during high school can lead to positive higher education retention and postsecondary success for Black and Brown students. However, additional research is needed to analyze the impacts that specific curriculum and instruction play in identity formation around cultivating college and career goals and college and career readiness. This year-long community-based action research project at a high school in South Los Angeles examines: How can curriculum be used to support students’ college and career aspirations throughout their college career? Informed by Social Reproduction Theory (Gewirtz and Crib, 2003) and Student Retention Model (Tino, 1975), we analyze our culturally-responsive teaching and mentorship through student artifacts, surveys, focus groups, and observations collected during weekly class sessions. Our emerging findings suggest the need for nurturing a strong sense of identity, preparedness, and knowledge about college and career within post-secondary curriculum, particularly in relation to underrepresented communities and their retention later on in post-secondary spaces. These findings matter because students are more likely to stay in college, and possibly other career-oriented spaces, if they feel a sense of academic and social belonging. Recommendations include expanding on culturally-responsive teaching and mentorship, focusing on building students’ identity, preparedness, and knowledge for the future.