Supporting Belonging in the Middle School Community 

A Reflection on Recent Student Conversations 

Over the past week, in partnership with MS leadership, I facilitated a series of brief, developmentally aligned conversations with our Middle School students (Grades 6–8) in response to a few recent situations involving the use of language connected to identity in ways that caused discomfort, as well as an instance of harmful language found in a shared space. 

While we do not know who was involved, and these conversations were not designed as investigations or disciplinary responses, we believe moments like these are important opportunities for reflection, learning, and community growth. 

Our Approach 

At Taipei American School, we believe that belonging cannot be mandated, but the conditions for belonging can be intentionally created. These conversations were designed to help students reflect on how their words, actions, and decisions shape others' experiences. 

Across all three grade levels, students heard a shared core message: 

• Some words carry historical and cultural weight, and their impact can be significant, even when harm is not intended. 
• Language connected to identity should never be used to challenge, pressure, or single someone out. 
• Belonging is shaped not just by intention, but by impact. 
• Each student plays a role in creating respectful and inclusive shared spaces. 

Students were encouraged to reflect not only on individual behavior, but also on their role within the broader community. 

Grade-Level Focus Areas 

To ensure these conversations were meaningful and developmentally appropriate, each grade engaged with a specific theme that connected to their ongoing work this year: 

Grade 6 — Identity 

Sixth-grade students have been exploring identity: who they are, what matters to them, and how individuals experience the world differently. 

The conversation focused on: 

• Understanding identity as personal and deserving of respect 
• Recognizing how language can impact someone’s sense of safety and belonging 
• Considering how shared spaces, like the cafeteria, reflect collective responsibility 

Students were asked to reflect on how they can help create environments where people feel safe being themselves. 

Grade 7 — Empathy 

Seventh-grade students have been developing their understanding of empathy and perspective-taking. 

The conversation emphasized: 

• Recognizing how actions and words affect others, even when intent may differ 
• Building awareness of how discomfort or harm can be experienced differently by different people 
• Practicing empathy to strengthen community and relationships 

Students were encouraged to consider how empathy can guide their responses in challenging or unclear situations. 

Grade 8 — Allyship 

Eighth-grade students have been engaging in conversations about allyship and standing up for others. 

The discussion focused on: 

• Understanding allyship as action; supporting others through words and behavior 
• Exploring ways to respond when something does not feel right 
• Recognizing their growing role as leaders in shaping the Middle School community 

Students reflected on how they can use their voice and influence to contribute to a more respectful and inclusive environment. 

Why This Matters 

Middle School is a critical time for students as they continue to develop their sense of self, their relationships with others, and their understanding of the world around them. 

These conversations are part of a broader, ongoing effort to support students in: 

• Building self-awareness 
• Strengthening relationships 
• Practicing responsibility within a community 

They also connect directly to TAS’s mission and values, including kindness, respect, responsibility, and courage. 

Continuing the Conversation 

Following these grade-level discussions, students will continue reflecting in their homerooms through guided questions and conversations. These smaller settings allow for deeper dialogue, peer connection, and continued learning. 

We encourage families to engage in conversation at home as well. Here are a few helpful prompts: 

• What does it mean to feel like you belong? 
• How can words or actions affect someone’s sense of belonging? 
• What responsibility do we have for shared spaces and communities? 
• What can you do if you see something that doesn’t feel right? 

Moving Forward 

We are grateful for the way our students continue to engage thoughtfully with these topics. Our goal is not perfection, but growth, supporting students as they learn to navigate complex situations with awareness, empathy, and integrity. 

As always, thank you for your partnership in helping create a community where all students feel seen, heard, supported, and valued. 

In Community, 

Rick DaSilva 

Director of Belonging & Social Impact