Building Belonging One Name at a Time

THE BRIDGE ISSUE 11 - September 14, 2025

Have you ever thought about the power of your name? It’s more than just a word people use to get your attention—it’s a part of your identity, your story, and your sense of belonging.

In schools, the way we handle names can set the tone for how students experience inclusion. When names are respected and pronounced correctly, students feel seen.

When they’re ignored, altered, or mispronounced, it can send an unspoken message that their identity doesn’t quite fit.

My Own Name Story

For me, this lesson started early. Growing up, I went by the nickname Cathy. But it was constantly spelled with a “K” instead of a “C.” My maiden name, Samson, was just as tricky—it was almost always written with a “P” slipped in: Sampson.

To make things easier, I came up with a little rhyme I’d repeat: “Cathy with a C, Samson no P.”

It might seem like a small thing, but having to defend my name over and over shaped how I think about identity and belonging.

It reminded me that something as simple as a few letters can become a daily reminder of whether or not people are paying attention.

Setting the Tone in the Classroom

Now, as an educator, I carry that awareness into my work with teachers and students. I’ve had the privilege of working with diverse groups of educators whose names reflect rich cultural and personal stories.

I make it a point to ask—at the very beginning of class—how each person pronounces their name. That simple step sends a powerful message: your name matters here, and I will do the work to honor it.

What happens next is just as important.

Once I model that effort, the tone shifts for the entire class. Students notice. Colleagues notice.

It creates a ripple effect where everyone understands that names are worth working for.

Why Names Matter for Belonging

Inclusion isn’t just about programs or posters on the wall—it’s about daily practices that either open doors or quietly close them.

A student who hears their name said correctly knows that they belong. A student whose name is stumbled over, changed, or ignored can feel like they have to shrink a little just to fit in.

As teachers, we have the power to shape which of those experiences plays out in our classrooms.

Honoring names may feel like a small detail, but it’s actually a big act of respect that contributes directly to a student’s sense of safety and belonging.

Three Simple Strategies for Teachers

If you’re wondering how to get started, here are three approaches that make a difference:

1. Model Respectful Curiosity: Show students how to politely ask for the correct pronunciation of a name and practice until they get it right. This normalizes the idea that learning someone’s name is worth the effort, even if it takes a few tries.
2. Celebrate Names in Writing: Go beyond attendance and roll call—incorporate students’ names into examples, projects, and classroom displays. When names are consistently visible, it signals to students that their identity is woven into the fabric of the classroom.
3. Invite Students’ Voices: Give students opportunities to share their names in their own voices. This could be a short recording in a tool like Padlet or Seesaw, or a written phonetic guide they create themselves. When students lead the way, they feel ownership—and it also helps classmates learn and respect each other’s names.

For more inspiration, check out the #MyNameIs Campaign, which offers resources and stories about the importance of honoring names.

A Gentle Call to Reflect

So, here’s the invitation: pause and think about your own practice.

How do you handle names in your classroom? Do students see you making the effort to get it right? Are you modeling curiosity and respect when you meet someone new?

It’s not about being perfect—it’s about showing students that they matter enough for us to try.

Because in the end, names aren’t just labels. They’re bridges to belonging. And as teachers, we get to decide whether we build those bridges every single day.