Like millions of teachers around the country, Katie Gardner is still adjusting to an online workflow—and so are the families of her students. Gardner, who teaches kindergarten to English learners in Salisbury, N.C., says some students don’t have robust access to technology, so not all of them are able to participate.

Others have parents who are working essential jobs and no older siblings to help with schoolwork. Without such support, students may feel less comfortable—or inclined—to engage in an entirely new way of learning.

It’s a big reason why she believes in making sure students feel seen for what they can do.

“I think it’s important for those who complete tasks to share that work with the whole class,” says Gardner, who spoke at a recent EdSurge-ISTE webinar on supporting K-3 learners through the transition to remote learning, part of a larger series being held each Friday. “I show others: ‘Look what Miguel did. Look what he found at home. What can you do now?'” That, she adds, is helping many students feel appreciated during a difficult time.

The good news is that many teachers are finding a majority of students are participating in class at some level, says Gail Lovely, founder of the Early Learning Professional Learning Network at ISTE, which is the parent organization of EdSurge.