Biega Beyond Borders

As a part of our Fulbright experience, we have been tasked to create a “guiding question”. This question will provide focus and framing to my international field experience by bridging it to my work as a teacher leader in my community. In my subsuquent blog posts, I hope to touch on this subject throughout recording my experiences.

How do Indian educators integrate cultural traditions, including the arts, to support students’ mental health and holistic development, and how can these practices inform my work as a teacher leader?

Supporting Questions

• In what ways are art, movement, mindfulness, or storytelling used to support student well-being in Indian schools?
• How do teachers balance academic expectations with students’ social and emotional needs?
• What culturally grounded practices promote resilience, connection, and identity among students?
• How can these approaches be adapted to support mental health initiatives in my own school or district?

My Personal Why

In addition to teaching high school art, I have been an active member of our school’s Student Assistance Program for over 15 years. In this role, educators with mental health training collaborate to identify and provide meaningful supports for students facing challenges that affect their lives both inside and outside of school. I am deeply committed to this work and believe strongly in the program’s importance. I am motivated to continue learning and growing so I can help strengthen this support system and better serve the students in my school community.