Just Ask!

Note to the Teacher

This guide is built not just to help children understand others—but also to understand themselves.

We chose Just Ask! because it opens up a space where difference is not something to tolerate but something to welcome. And for that welcome to feel genuine, children need both language and emotional tools.

You may notice that this guide gently slows down, offering deeper reflection and modelling moments. That's intentional. Inclusion takes practice. The more space we create—for honest questions, awkward pauses, and growing awareness—the closer we move to a truly kind and connected classroom.

What the Story is About

Just Ask! is written by U.S. Supreme Court Justice Sonia Sotomayor, drawing from her childhood experience of living with diabetes. The story introduces a vibrant garden where a group of children—each with a different condition, ability, or way of experiencing the world—work together. One child talks about asthma. Another has ADHD. One uses a wheelchair, another has autism, one stutter, and another is blind.

Each child introduces themselves and shares how they navigate life. It's a warm and honest invitation: if you're unsure about someone, just ask.

Why This Book Matters

Children are naturally curious, but they often don't have the words—or the permission—to talk about differences. This book helps them see that difference isn't something to hide or be afraid of.

It offers language, gives permission, and gently opens the idea that everyone has a story. When done with respect, asking questions can lead to deeper connection and understanding.

Just Ask! also encourages children who are different to take pride in their stories and know that who they are is not just "okay"—it's perfectly normal.

Illustration Notes

Rafael López's colourful, detailed illustrations bring this garden to life. Every child is shown with joy, agency, and a sense of belonging. The garden metaphor is subtle but powerful—each child is like a unique plant, growing in their own way.

Notably, the artwork never isolates anyone. Children are always shown as part of something larger—playing, planting, building, laughing. The message is clear: no one stands alone.

Deeper Reflections for the Teacher

This book opens important doors. But it's not just about "just asking"—it's about how we ask.

Some children in your classroom may relate closely to the characters in the book, while others may not. Some may feel ready to share, while others may need time. That's perfectly normal.

Here's the thing—asking can be kind, or it can feel intrusive. For example:

A respectful question might be: "I noticed you wear special glasses. Do they help you see better?"

A hurtful one might be: "What's wrong with your eyes?"

A respectful question is gentle. It's not meant to point out differences but to understand. It comes with warmth. It respects privacy. It waits for permission.

It's often safer for a child to first see how adults model this. We don't need to scold them if a student asks something too directly, but we can guide them. For example:

"That's a good question. But let's ask it in a way that makes the other person feel comfortable."

Let children know:

• It's perfectly normal to be curious.

• It's perfectly normal to be different.

• It's thoughtful—not just brave—to ask kindly or to wait if someone isn't ready to talk.

Before we help children ask questions with care, we—as adults—need to understand the quiet differences in our classrooms, too. It's not enough to know who has a diagnosis or a label.

Sometimes, a child might struggle with noise, need more time to settle, or process emotions differently. These differences may not have a name, but they still ask for understanding.

By tuning into the nuances—not just the labels—we offer children something even deeper than inclusion: belonging.

Let's also remember that some children may find it difficult to include. Not because they're unkind but because they're still learning how.

Inclusion isn't a switch that flips with one book. It's a social-emotional skill that grows slowly. A child who avoids or hesitates may just be unsure. If we can see this moment not as a flaw but as a learning edge, we support all children better:

• The one who wants to belong

• The one who's still learning how to invite others in

Finally, remind children that kindness isn't just about how we treat others—it's also about how we treat ourselves.

They need to know:

• It's okay to pause or hold back when a question feels uncomfortable.

• It's okay to say, "I'm not ready to talk about that right now."

• That's social-emotional intelligence in action.

Questions for Children

Let these questions be gentle and open-ended. There are no "right" answers—just space to wonder aloud.

• What did you notice about the children in the story?

• Have you ever felt different in a group? What was that like?

• Why do you think Sonia says, "Just ask"?

• Is it always okay to ask a question? What makes a question feel kind?

• How do you feel when someone asks you about yourself?

• Have you ever been scared to ask something? Why?
  
  

Activities and Extensions

1. Garden of Us

Ask each child to draw a plant that represents them—a flower, a tree, or cactus! Around it, they can write or draw things that make them who they are. Put all the drawings together on a mural titled Our Garden of Us.

2. Practising Respectful Curiosity

Role-play two short scenes:

• One where a question is asked kindly

• One where it feels uncomfortable

Pause after each. Ask: What made the difference?

3. "I Am…" Poem

Invite children to write (or dictate) lines like:

• "I am curious about…"

• "I sometimes feel nervous when…"

• "I feel happy when…"

• "I want others to know…"

Encourage sharing only if they feel ready.

4. Reflection Corners

Some children might need quiet time to process. Give them a prompt and a space to draw or write privately:

• "What makes you feel included?"

• "What would you like someone to ask you?"

For Older Children (Ages 10–13)

You can deepen the discussion with thoughtful questions like:

• What does inclusion really look like in our classroom or playground?

• What are ways we can include without making someone feel "different"?

• Why do you think some people don't openly discuss what makes them different?

• Can silence also be a form of kindness? When?

• How do you know when you're crossing the boundary between curiosity and comfort?

• What are gentle ways to tell someone, "I'm not ready to talk about this right now"?

These questions help children grow their emotional vocabulary and become more attuned to the world around them and to the people in it.

A Closing Reflection: For the Teacher's Inner Dialogue

As teachers, each of us brings with us a set of beliefs shaped by our upbringing, values, and life experiences. These beliefs may quietly influence how we see differences, abilities, or behaviour in children.

This guide doesn't ask you to change your beliefs. But it gently invites reflection:

What might it feel like to be a child who is always "helped" but never fully included?

Or a child whose needs are noticed but whose strengths are overlooked?

Sometimes, even small signals can stay with a child for years, like being left out of a group, talked about in a different tone, or never being asked a question.

Whatever our views may be, we all share something important:

A wish to nurture children with care.

That begins by noticing how our actions—even the quiet, unspoken ones—can shape a child's sense of self.