For doctoral student He Ren (He Ren (Pronunciation /xɤ̂ ʐən˧˥/ or "huh zhen")), statistics is not just about complicated math. It is a way to better understand how people learn, grow, and experience the world.

In his work, Malcom L. King invites us to reconsider one of education’s simplest, most radical acts: listening. A doctoral student at the University of Washington College of Education, King studies how young Black children express agency and shape relationships in school. His research challenges adults to move beyond managing children toward truly learning from them. At the heart of his work is a belief that when children are treated as meaningful partners, not passive participants, schools become more just, humane and connected places for everyone.

Daniel Yi, a PhD student in Organizational and Policy Studies at the UW College of Education, explores how admissions practices and early college programs — often designed to help students — can unintentionally widen inequality. Drawing on his experience teaching in very different school settings, Daniel studies how access, privilege and policy shape who gets ahead, and how schools can create more equitable pathways to college.

Kaytlin Vanderhorst and Owen Harwood both came to UW from small towns unsure of what path to take — but they found their place through psychology, education and community. Kaytlin, from Deming, WA, and Owen, from Othello, WA, are passionate about wellness and social-emotional learning (SEL). Together, they co-founded WANDR (Wellness and Resilience Club), a peer-led space where students practice SEL and DBT skills while building community. Learn more about Kaytlin and Owen!

Growing up in Basin City, WA, Alejandro experienced the challenges of learning English as a Spanish-speaking student. Now a UW College of Education undergraduate, he’s turning those experiences into a mission to make education more equitable for multilingual learners. Read his inspiring story!