Document Type
Article
Publication Date
Spring 2026
Abstract
Culturally responsive and inclusive instructional practices are essential for supporting student engagement and participation in increasingly diverse elementary classrooms. However, some second-grade students do not experience equitable opportunities to engage in learning due to instructional practices that may not fully address cultural, linguistic, and learning differences. This inquiry-based research study aimed to examine second-grade teachers' perceptions of culturally responsive and inclusive instructional practices and their impact on student engagement and participation. The study also explored which instructional strategies teachers identify as most effective for promoting equitable engagement among diverse learners. A mixed-methods approach was utilized, including quantitative survey data and qualitative open-ended responses collected from seven second-grade teachers in northwest Iowa. The findings revealed that teachers overwhelmingly perceive culturally responsive and inclusive practices as positively influencing student engagement, participation, and sense of belonging. Teachers identified strategies such as collaborative learning, student choice, and culturally relevant texts as particularly effective. However, participants also reported challenges related to time constraints, curriculum expectations, and limited resources. The study highlights the importance of providing additional professional development and support to strengthen implementation. Further research is needed to explore student perspectives and the long-term impact of culturally responsive practices on engagement and academic outcomes.