Content Note: immigration, anxiety in educational settings, inclusion, and social adjustment

Inclusion Isn’t Just About Being There

Moving to Canada as an international student from India was a big transition for me. Growing up, I often felt judged in academic and social spaces, especially when it came to speaking up or making mistakes. That feeling stayed with me when I first arrived here, and in the beginning, I struggled with anxiety in classroom environments. Even when I understood the material, I would hesitate to ask questions or participate because I wasn’t confident enough and didn’t want to be judged. 

Over time, I realized how much invisible effort goes into just “keeping up,” especially when you’re adjusting to a new country, culture, and expectations. While I found that classrooms here were more open and accepting in many ways, that internal hesitation and pressure didn’t just disappear. 

Now, working as an instructor with youth, I see similar experiences reflected in some of my students. In almost every group, there are one or two students who are quieter, hesitant, or unsure about participating. I remember one student in particular who struggled to connect with others and would sometimes express frustration or anger when feeling left out. Instead of seeing that as disruptive behaviour, we tried to understand it as a response to not feeling included. 

We made small changes—checking in with him individually, giving him space to participate in ways he felt comfortable, and creating an environment where he felt safe to express himself. Over time, he became more engaged, more open, and on the final day, he shared that he had learned to be more patient and calm. 

That moment stayed with me. It reminded me that inclusion is not just about access, but about creating spaces where people feel seen, understood, and supported—especially when their struggles are not immediately visible.