I Wish My Teacher Knew by Kyle Schwartz Summary

I Wish My Teacher Knew by Kyle Schwartz explores how a simple classroom exercise—asking students to complete the sentence “I wish my teacher knew…”—reveals profound insights into their lives. The book shares real student responses, practical strategies for educators to build empathy, and methods to create inclusive classrooms. It emphasizes understanding students’ challenges, from poverty to family struggles, to foster trust and academic success.

This book is essential for educators, school administrators, and parents seeking to better support children’s emotional and academic needs. It’s particularly valuable for new teachers learning to navigate classroom dynamics and those working in low-income or diverse communities where students face systemic challenges.

Yes—the book combines heartfelt student stories with actionable advice, making it a transformative resource for anyone invested in education. Its viral #IWishMyTeacherKnew movement underscores its relevance, offering tools to address issues like food insecurity, trauma, and language barriers discreetly and effectively.

• Empathy matters: Understanding students’ lives outside school is critical for effective teaching.
• Discretion in support: Public assistance can unintentionally shame students; private solutions (e.g., classroom food pantries) preserve dignity.
• Community building: Partnering with families and creating safe spaces fosters student resilience.

Teachers ask students to anonymously complete the sentence “I wish my teacher knew…” on a note. Responses range from personal struggles (“My dad lost his job”) to academic needs (“I need help reading”). The activity builds trust, informs teaching strategies, and helps address issues without singling out students.

Schwartz highlights poverty, housing instability, language barriers, and emotional trauma. At her Denver school, 90% of students lived near the poverty line, and half were English learners. Her book stresses tailoring support to these realities while maintaining student privacy.

• Listen actively: Use anonymous exercises to uncover hidden struggles.
• Create discreet support systems: Replace public aid with private resources (e.g., “take-what-you-need” stations).
• Engage families: Build partnerships to address systemic barriers.

While praised for empathy, some argue individual classroom efforts can’t replace systemic reforms like increased school funding or mental health resources. However, Schwartz acknowledges these limits and advocates grassroots action alongside policy changes.

Unlike theoretical texts, Schwartz’s work blends raw student narratives with digestible strategies. It complements titles like Teach Like a Champion (technical skills) by focusing on emotional intelligence and cultural responsiveness.

• Student quote: “I wish my teacher knew I don’t have pencils at home to do my homework”
• Schwartz’s insight: “Students don’t learn from teachers they don’t trust”

Post-pandemic educational gaps and rising inequality make its lessons critical. Schools increasingly prioritize social-emotional learning, and Schwartz’s approach aligns with trauma-informed teaching frameworks now adopted nationwide.

A Denver third-grade teacher since 2015, Schwartz holds an MA in Curriculum and Instruction. Designated a “Distinguished Teacher” for fostering high academic growth, she advocates for equitable education through speaking engagements and her follow-up book, I Wish for Change.