In today’s increasingly globalized world, fostering cultural diversity and multicultural inclusion in the classroom is both an ethical imperative and a powerful pedagogical strategy. However, to genuinely support the development of a diverse populations of students, like the 2,609 children who walk the halls of Niles West High School, we must look beyond the walls of the classroom and recognize the full range of experiences and identities of our students. One of the most effective ways to achieve this is by honoring the students’ "out-of-school person"—the unique cultural, social, and familial influences that shape their lives outside of the formal educational setting. We have asked, “Does acknowledging and integrating the students’ out-of-school identities into the learning process create a more inclusive, respectful, and relevant educational experience for all students?” And, we have found the answer to be yes, particulary in Humanities courses.

When students feel that their cultural backgrounds are acknowledged, they are more likely to engage in dialogue, share their perspectives, and develop empathy for others whose experiences differ from their own. This process can lead to a classroom dynamic that transcends superficial diversity, promoting a deeper, more meaningful exchange of ideas. Moreover, students are more likely to succeed academically when they feel that their cultural identities are respected and reflected in the curriculum. These are conclusions that we have made based on evident, observable behaviors; however, we also provide our students with end-of-unit reflections and opinionnaries, eliciting feedback on content, engagement, enjoyment, and overall learning. There is a positive correlation between student performance and lessons that are student-generated, aligned with student-interest, and representative and inclusive of students’ backgrounds.

By connecting classroom content to students' out-of-school experiences, we can bridge the gap between formal education and the lived realities of students, making learning more relevant and accessible.

Ultimately, honoring the student's out-of-school person is not just about celebrating diversity — it is about creating a holistic and inclusive educational environment where every student feels seen and empowered to succeed. By acknowledging the full complexity of students' identities, educators contribute to a culture of inclusion that benefits everyone, helping to cultivate a generation of learners who are culturally aware, empathetic, and equipped to navigate an interconnected world.

In conclusion, to foster genuine cultural diversity and multicultural inclusion, we must honor and integrate students' out-of-school identities in daily lesson plans. This practice not only affirms students’ cultural backgrounds but supports academic achievement by keeping the students’ interests. By embracing the full personhood of each student, we can create classrooms that embrace all learners and prepare them for a diverse, globalized world.

Keywords: Education, students, inclusion, diversity, diverse, multicultural, cultural, globalized.