Lorenzo Rene, a graduate teaching assistant in the College of Education, Health and Human Sciences, was recently highlighted by the University of Idaho for publishing two scholarly articles in academic journals.
The first, published in the ORTESOL Journal, discusses strategies for supporting mental well-being in English language learners. The second, which will be published in December in AlterNative, explores how storytelling can enhance classroom engagement via the decolonization of literacy practices. “These articles offer insightful news on innovative learning practices that aim to build supportive learning cultures,” Rene said.
The first article offers strategies to educators to enhance the mental well-being of English language learners, primarily using mindfulness and self-advocacy methods, according to Rene.
The second paper explores the decolonization potential of using Indigenous storytelling in teaching, Rene said. He highlights the capacity to develop cultural identity, improve learner agency and increase epistemic justice. Together, these characteristics advance fairness in education by incorporating mental health care and culturally relevant pedagogies.
Rene expressed the inherent importance of designing impartial learning spaces that are both culturally conscious and appreciative of mental health. Only through integrating these practices can all students be truly set up for success, he said.
“Learning about and using such approaches can develop more just, culturally validating classrooms that validate and respect students’ identities and ways of life and, in the end, produce improved learning outcomes,” Rene said. “One thing I love about UI is the commitment they make to Indigenous communities and [that they are] actively working to build relationships and partnerships with these communities.”
He hopes that his research can help move educators toward recognizing that students come from different backgrounds and will have different needs. In the case of UI, he believes that his publications can provide models to help integrate this sensitivity “to enhance a more positive and inclusive learning culture.”
According to Rene, “Implementing these strategies can improve student engagement, well-being and academic outcomes, particularly for all student groups. In the long term, they can help build a campus culture that values mental health, cultural identity and epistemic justice.”
Rene is continuing his advocacy for students moving forward. He is currently working on a piece titled, “Exploring the Mental Health Impacts of Academic Stress in Dual Enrollment Programs for Students.” He plans to look into how being a teenage dual credit student comes with unique mental health struggles.
Julia Kolman can be reached at [email protected].