In Massachusetts, schools in cities can look very different than schools just miles away in a suburb. Students come from a variety of cultural backgrounds, speaking over 20 different languages, and having different lived experiences. Unfortunately, cities also face a shortage of resources that limit access for the students and their families. Schools in these regions are forced to navigate a web of services and community partners to fill these gaps and systemic barriers. Educators work tirelessly, and wear multiple hats to celebrate strengths and cultures, support their students in a multitude of ways, and find ways to overcome challenges.

Regardless of these differences, something incredible is happening: an active commitment to inclusion. Schools in cities like Boston and Lawrence are embracing Unified programming and have watched it transform the culture of their schools throughout the hallways, at lunch, in recess, andbeyond. Teachers who needed something that fits the realities of urban classrooms have found a model that works, and students are discovering strengths they didn’t know they had.

Meet young Aliyah from Higginson K0-2, a Boston Public School in Roxbury. As part of her school’s Unified Champion School strategy,they start off Unified PE with a daily welcome routine, where Aliyah usually sat quietly, observing her peers and the world around her in silence. One day,Aliyah literally found her voice. And the best part? It was a peer of Aliyah’s who first noticed and began celebrating the big moment, shouting with excitement, “Aliyah found her words!” She turned to her classmate Aliyah and said, “Can you say hello?” and for the first time, Aliyah spoke, and as a tear was held back by those old enough to truly understand what happened, we are all reminded of exactly why every child deserves a supportive environment that keeps inclusion as the focus.

Because of the Unified strategy, students like Aliyah are able to meet new people and create friendships outside of their typical classrooms – providing both students with the opportunity to grow and feel confident.

About 50 miles north, in Lawrence, MA, Unified programming begins early.

At the Rollins School, nine International Language Program (ILP)preschool students experienced amazing growth after participating in Unified sports.According to teacher Patricia Moore, the program helped students advance in communication, motor skills, turn taking, athletic ability, social development,and independence.

“They all looked forward to their allotted time in the program. Peer interaction and imitation was incredible,” she said.

This sense of belonging carries throughout the school.Speech & Language Pathology Assistant Amy Dallaire sees Unified programming as the moment many young students feel part of something bigger.

“Being a Unified Athlete may be one of the first times these young learners get to be part of a team,” she said. “These friendships extend way beyond the Unified Champion program, and are brought into the classroom,the lunchroom, playground and hallways of our school.”        

Boston Public Schools provides a powerful example of how a large, diverse district can build and expand Unified programming over time. Ina district where students speak dozens of languages, where classrooms reflect cultures from around the world, and where educators meet an array of academic and social needs every day, Boston has shown that inclusion isn’t just possible… it’s necessary. What started as a handful of schools exploring Unified opportunities has grown into a districtwide movement.

At the Curley School, Unified moments have shifted school culture.

“Having inclusion opportunities between our classes has been so rewarding,” said a paraprofessional for students with disabilities. “All students benefit when they get together to play, learn, and laugh.”

And they’re not alone. Schools across Boston are experiencing the same transformation.

“Boston Green Academy has been a Unified school for three years now, and the unity and inclusion have fully transcended from the soccer field and basketball court directly into every space in our building,” said Angelina Favaloro,  BGA liaison. “Athletes and buddies are interacting with each other more than ever—saying what’s up in the mornings, giving high-fives in the hallways, and even having mini dance sessions during lunch.

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    Boston shows new cities that sustainable growth is possible. But don’t take it from us… here what the students had to say:

• “I like Unified basketball because we played with nice people and take care of each other if we fall,” - Kevin 5th grade
• “I like Unified sports because even if we win or lose we always win as a team.” - Jackie 5th grade
• I like doing unified sports because I get to help people who learn differently than me and even if we didn't win, it's a learning experience.” - Hector 7th grade