Schools need to recognize that preparation for school doesn't require children to leave their languages, cultures or identities behind. (Getty Images/Unsplash)Every September, questions arise about children being ready for school. It’s not only about school supplies, but also: Can they follow routines? Do they have the skills to succeed?Such questions reflect discussions about school readiness that often focus on children’s social, emotional, cognitive and behavioural development before entering school. However, early childhood researchers have increasingly argued that readiness is not simply a characteristic of individual children. It’s also shaped by whether schools, families and communities are prepared to support children’s learning, development and well-being. Successful transitions to school depend not only on what children bring with them but also on the environments they enter.So, I find myself asking: Are schools ready for children?In Grade 2, I returned to Canada after spending a year in Pakistan. Although Punjabi was spoken at home, I never felt fully fluent in Punjabi. When I returned to Canada, I didn’t feel confident in English either. Much of my energy went into trying to understand where I fit. If we want all children to thrive as Canada’s classrooms become increasingly diverse, there are four factors schools cannot afford to overlook.1) Belonging is a foundation for learningLooking back, I realize my challenges were also about belonging, something that — along with identity, relationships and inclusion — shapes students’ academic engagement, well-being and overall school experiences.For immigrant and racialized students, belonging can be especially complex. These students often bring significant strengths to school communities, including multilingual abilities, cultural knowledge, resilience and strong educational aspirations. Yet international evidence suggests students with immigrant backgrounds often report lower levels of belonging at school than their non-immigrant peers, even when they demonstrate strong educational aspirations. 2) Representation matters more than we thinkChildren notice whose stories are told, whose knowledge is valued and whose experiences are treated as “normal.”For many racialized students, curriculum materials continue to reflect dominant cultural perspectives. Canadian research suggests schools often celebrate diversity rhetorically while continuing to privilege dominant cultural norms and ways of knowing.When students see their histories, communities, languages and experiences reflected in what they learn, schools are more likely to foster a sense of inclusion. Students also benefit from seeing diversity among teachers, administrators and school leaders. Research from Ontario highlights a persistent disconnect between an increasingly diverse student population and a predominantly white teaching workforce. The under-representation of racialized educators can limit access to mentors and role models who affirm students’ identities and aspirations.It’s also important that learning environments address inequities. Research on anti-racist education suggests inclusive school climates are strengthened when educators move beyond symbolic celebrations of diversity and engage directly with issues of racism, equity and social justice.3) The quality of family engagement is keyFamily engagement should be a partnership, not an expectation of assimilation.Many newcomer and immigrant families face barriers that schools don’t always recognize. Language barriers, unfamiliarity with educational systems and the challenges of settlement can affect how families engage with schools. At the same time, research consistently shows immigrant families highly value education and remain deeply invested in their children’s success.Families also play important roles supporting children’s transitions into school through establishing routines, encouraging literacy and language development, sharing cultural knowledge and fostering positive attitudes toward learning. Early childhood research increasingly recognizes these family-based strengths and “funds of knowledge” as important resources that support children’s engagement and success in school.Schools can foster stronger partnerships by providing translated or multilingual communications, offering flexible opportunities for participation and adopting culturally responsive approaches to engagement. Schools also need to recognize that preparation for school doesn’t require children to leave their languages, cultures or identities behind. School readiness research increasingly recognizes families and communities as critical partners in children’s educational success.4) Children’s home languages matterChildren should not have to leave their languages at the school door. For many multilingual children, school quickly becomes a place where English or French is positioned as the language of success. Even if no one explicitly tells children to stop speaking their language, they often receive subtle messages about which forms of communication are valued.I experienced that tension when I felt caught between languages and cultures, not fully confident in either Punjabi or English. Many children experience similar forms of in-betweenness as they navigate multiple linguistic and cultural worlds.Yet research challenges assumptions that multilingual students are lacking, emphasizing instead the valuable knowledge they already possess.Maintaining home languages has been linked to children’s identity development, academic engagement and educational success. Multilingualism is increasingly recognized as a valuable asset that enriches both individual learners and school communities.Maintaining home languages can strengthen family relationships, support cultural continuity and help children develop positive identities that connect their experiences at home and at school.For newcomers, successful social and linguistic integration does not require children to abandon one language in order to learn another.Simple practices can make a difference, from multilingual books and signage to opportunities for children to share words, stories and cultural knowledge from home. When children feel all parts of themselves welcomed, they are more likely to participate, connect and learn. Rethinking readinessMy memories of returning to Canada in Grade 2 are about trying to find my place. They are about wondering whether there was room for all the different parts of who I was. Many children ask the same question today.Rather than asking only whether children are ready for school, perhaps the more important question is whether schools are ready for children — and recognizing that readiness is a shared responsibility involving children, families, communities as well as early childhood programs and schools. High-quality early childhood education, alongside supportive family relationships and meaningful early learning opportunities, provide an important foundation for children’s development and successful transitions into school.At the same time, readiness should be also measured by whether schools are prepared to recognize, welcome and build upon the strengths children already possess.Children bring languages, relationships, cultural knowledge, experiences and identities that can serve as valuable foundations for learning. When children feel they belong, they are far more likely to thrive.Amina Yousaf does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.