In her essay ‘The Serviceberry— Abundance and Reciprocity in the Natural World’—Indigenous scientist Robin Wall Kimmerer provides a compelling reminder that all flourishing is mutual. The Serviceberry’s relationship with the natural world embodies interconnectedness and gratitude. The tree distributes its abundance—in this case, sweet juicy berries—to meet the needs of its community. Kimmerer describes long histories of Indigenous peoples organizing, in part, around cultures of gratitude, where ways of life recognize earthly resources—the stuff of life—as gifts requiring recognition and responsibility. Failure to show gratitude dishonors the gift.

CEHD interim dean shares his thoughts and goals

Many countries in Africa are working diligently to further develop their human services, particularly for children and families who live in crisis and with complex social circumstances. This is especially true in Namibia, which has developed a research and training center modeled after CEHD’s Center for Advanced Studies in Child Welfare (CASCW).

When I entered the counselor education (CE) program, I knew two things: I wanted to work in schools and I wanted to help people. At the same time, I was figuring out how these goals could come together in a meaningful way. Having graduated with a family social science degree from CEHD, I was passionate about entering a field that allowed me to continue learning about the complex systems that shape individuals, families, and communities.

It was a bright August afternoon in Minneapolis when my husband and I stood in front of our new apartment, exhausted after a 25+ hour flight from Kazakhstan with three suitcases and our 1-year-old son in our arms. As we stepped into the empty unfurnished space, we also stepped into a new chapter—one that began on a blank, unwritten page. We had no experience studying abroad, and no prior connections to Minnesota.

Hinkie naturally began helping the younger students learn as she learned her lessons in her one-room in Rice County near Medford, Minnesota. Her teacher noticed her passion and effectiveness and asked her to help the other students progress. Imagine being a teacher having to teach students from first through eighth grade all in the same room at the same time. That was the beginning of Hinkie’s teaching passion and career.

For a student with a disability, the right support doesn’t just help them get through the school day - it unlocks the door to a truly inclusive education. Recognizing this, CEHD has developed a new comprehensive training series designed to turn that vision into reality. By equipping paraprofessionals with tools to foster student belonging, independence, and academic success, the Empowering Inclusive Schools Learning Series for Paraprofessionals Supporting Students with Disabilities (z.umn.edu/TIES-Empowering) bridges the gap between being present in a classroom and experiencing true participation and belonging. Launched this past November this training series addresses a critical need in the educational community.

Laura Chubb is a PhD candidate in the Department of Educational Psychology focusing on special education. She is currently working as an interdisciplinary doctoral fellow with the Non-Invasive Neuromodulation Lab at the Masonic Institute for the Developing Brain.

New to campus is Thomas Timothy Mtonga, a Fulbright Scholar-in-Residence studying inclusive education for the 2025- 26 academic year. Hailing from the Republic of Zambia in Southeast Africa, Mtonga is working with Department of Organizational Leadership, Policy, and Development Professor Christopher Johnstone to study the comparative implementation of inclusive education in different countries. He is also helping Johnstone teach a PhD class.