The Difference Between Good Intentions and Impact

Anisha Grossett • July 29, 2026


As Early Childhood Educators, we enter our classrooms with hearts full of good intentions. We want every child to feel safe, valued, respected, and included.


And that matters.


Good intentions are often what bring us to this profession.


But in Diversity, Equity, and Inclusion (DEI) work, there is an important truth we must embrace: Good intentions do not always lead to positive impact.


This does not mean our intentions don't matter. They absolutely do!


The research on implicit bias reminds us that even well-intentioned educators can unknowingly make decisions influenced by unconscious assumptions rather than their conscious values. In other words, we can genuinely care about children and families while still unintentionally causing harm (Safir, 2016; Staats, 2015).


The goal isn't perfection.


The goal is critical reflection.


To truly support the children, families, and communities in our care, we must move beyond simply meaning well and intentionally pair our good intentions with reflection, awareness, presence, and action.


Understanding Unintentional Harm


Most moments of unintentional harm are not rooted in malice. They are often rooted in habit, assumptions, tradition, or simply not knowing what we don't know.


Unintentional harm can show up in many ways. Below are three examples educators may encounter in their everyday practice. The definitions are informed by the Canadian Centre for Diversity and Inclusion's (CCDI) Glossary of DEIA Terms, an excellent resource for anyone looking to deepen their understanding of inclusive language and practice.


Why Impact Matters More Than Intent


Children don't experience our intentions. They experience the aftermath of our actions.


Every interaction, display, learning invitation, book selection, and family conversation communicates messages about belonging.


Children and families are constantly asking themselves:

  • Do I belong here?
  • Am I represented?
  • Is my language welcome?
  • Am I am valued?


Anti-bias education reminds us that belonging isn't created through occasional multicultural activities. It is woven into our relationships, our environments, and the everyday decisions we make (Derman-Sparks & Edwards, 2019).


Whether we realize it or not, our practice shows children who matters and who truly belongs.


Moving Beyond Intent


So, what does this look like in practice? It begins with four simple, yet powerful commitments.


Awareness is recognizing that we all carry unconscious biases shaped by our experiences and intentionally learning about the diverse realities of the children and families we serve.


Reflection is moving beyond defensiveness and asking ourselves What impact did my words or actions have? What assumptions may have influenced my response? What can I do differently next time?


Anti-bias education isn't something we master after attending one workshop or reading one book. It is an ongoing journey of learning, reflection, dialogue, and growth (Derman-Sparks et al., 2015).


Presence is slowing down enough to truly see, listen to, and respond to children and families with curiosity rather than assumption.


Action is where good intentions turn to meaningful impact. It means intentionally applying what we've learned to create environments where every child and family can belong.


When We Get It Wrong


The truth is, we will all get it wrong sometimes.


What matters most is how we respond.


Rather than becoming defensive or explaining our intentions, we can pause, listen, reflect, and repair. Inclusive practice isn't about getting everything right. It's about being willing to learn and ensure that our impact increasingly reflects the care and respect we hope to show every child and family.


Our Impact on the Future


Good intentions are where the journey begins. 


Now pair it with reflection, awareness, presence and action and this is how we intentionally create learning environments where every child and family can experience genuine belonging.


The work of an educator is incredibly powerful. Every interaction shapes not only children's learning, but also their sense of identity, belonging, and humanity.


May this article serve not as a reminder of what you're doing wrong, but as a compassionate invitation to continue becoming the thoughtful, reflective educator our children, families, and communities deserve.


Reflection Questions

  • What kind of educator do I want to be, and what are the small ways I can intentionally embody that educator in practice every day?
  • Where in my practice am I relying on good intentions instead of intentional reflection?


Resources

  • Canadian Centre for Diversity and Inclusion's (CCDI) Glossary of DEIA Terms https://ccdi.ca/en/resources-reports 
  • College of ECE Practice Guideline: Diversity and Culture https://www.college-ece.ca/en/Documents/Practice_Guideline_Diversity_Culture.pdf
  • Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias 


References

  • Derman-Sparks, L., & Edwards, J. O. (2019). Understanding anti-bias education: Bringing the four core goals to every facet of your curriculum. National Association for the Education of Young Children.
  • Derman-Sparks, L., LeeKeenan, D., & Nimmo, J. (2015). Building anti-bias early childhood programs: The role of the leader. National Association for the Education of Young Children.
  • Safir, S. (2016, March 14). 5 keys to challenging implicit bias. Edutopia.
  • Staats, C. (2015). Understanding implicit bias: What educators should know. American Educator, 39(4), 29–33.

Back to School Starts with You: Preparing Yourself for a New School Year as an ECE

By Anisha Grossett • August 19, 2026
As summer winds down and a new program year approaches, many early childhood educators find themselves making lists, reorganizing materials, labeling bins, and preparing for a new group of students. Don’t get me wrong, all these things are important. They create an environment where children can thrive. But before your students come through the door, it’s worth checking in with yourself. How are you preparing yourself? Remember, it’s a new program year for you too. Yes, preparing the classroom space and materials are important, but you’re just as important to your students’ learning. The relationships we build, the way we respond, and the curiosity we bring shape children’s experience every day. So, let’s invest time in preparing our mindset, intentions and well-being. Reflect Before You Reset: Every new year offers a fresh opportunity to reflect on the previous one. Ask yourself: What brought me the most joy last year? What challenges did I face? What would I like to do differently? Which routines supported children well, and which could be improved? How did I grow as an educator? Reflection isn’t about dwelling on mistakes. It’s about recognizing what you’ve learning and carrying those lessons forward. Small adjustments can still have a big impact. Reconnect with Your “Why” When schedules become busy and paperwork piles up, it’s easy to slip into simply getting through each day. Before the pace picks up, take a moment to reconnect with the reason you chose this profession. This is a grounding exercise and there’s a reason we talk about it often. Perhaps it’s witnessing a child’s excitement when they solve a problem, or it’s supporting families through important milestones, or creating a place where every child feels they belong. Keeping your purpose at the forefront can help guide decisions through the year and provide perspective during more challenging moments. Prepare for Relationships, Not Just Routines The children in your care won’t remember perfectly organized shelves, but they will remember how they felt in your care. The first few weeks are about much more than learning routines. They’re about building trust. So, let’s be intentional. After all, relationships are the foundation of any learning environment. Think about how you will: Welcome families into your program Help children feel safe and connected Create opportunities for every child to experience success Leave Space for Flexibility It’s natural to want to be organized and prepared before the first day. But don’t forget that some of the most meaningful learning experiences happen when we follow children’s curiosity rather than our own agenda. A well-prepared educator is also a flexible educator. Leave room in your plans for unexpected discoveries, spontaneous conversations, and the interests children bring with them. These moments often become the most memorable because you’ve followed the children’s lead. Check In with Yourself The beginning of a new year or having a new group of students often comes with excitement – but it can also bring pressure. As you care for the children, remember to care for yourself. Are you setting realistic expectations? Do you need to have more recovery time the first few weeks of a new routine? What boundaries will help you maintain balance? Reflection on what helps support your personal well-being. Make a list of people you can turn to when you need support, either in the classroom or out of it. Embrace a Learning Mindset Children aren’t the only learners in the classroom. Every new group of students, every family, and every experience is an opportunity for growth professionally. Rather than striving for perfection or the appearance of perfection, make curiosity the priority. A Fresh Start for Everyone The carefully prepared learning environment is important but so is your warmth, your responsiveness, your patience and your willingness to learn alongside the children in your care. This is what truly creates a place where children can thrive. So, before you organize one more bin in the art cabinet or make another label, take a moment to prepare the most important part of your classroom – you. The year ahead won’t be perfect, and it doesn’t need to be. It simply needs an educator who is reflective, present and ready to build meaningful relationships one day, one child, one family at a time. Here’s to a year filled with curiosity, connection, growth and joy – for both the children in your care and for you. We’ll be rooting for you!

July in ECE: Reset, Reflect & Reignite Your Passion

By Anisha Grossett • June 22, 2026
Why Summer Is the Perfect Time for Early Childhood Educators to Reconnect With Themselves July often brings a shift in energy within the world of early childhood education. For some educators, it means summer programming, outdoor adventures, and changing routines. For others, it brings a slower season, time off, planning for September, or moments to finally pause after months of pouring into others. But no matter what July looks like for you, one thing remains true: ECE professionals deserve time to reset too. In a field centered around nurturing children, supporting families, and leading learning experiences, educators can easily forget to nurture themselves in the process. July is the perfect opportunity to slow down, reflect, and reconnect with the passion that brought you into this field in the first place.