If you’ve ever heard—or said—“This student needs a resource room,” you’re not alone. It’s one of the most common default responses when a student struggles with grade-level content. But here’s the hard truth:
Resource rooms are a legacy practice. And it’s time to let them go.
We’re not talking about removing support—we’re talking about moving it. Out of separate spaces and into general education classrooms, where it belongs.
Because what we say happens in resource rooms (targeted, expert support) and what actually happens? They’re not the same thing.
What’s Really Happening in Resource Rooms?
When we walk into resource rooms across the country, we see the same patterns repeating—regardless of district, curriculum, or staff intentions.
- Students pulled out during meaningful general ed instruction
- Modified materials that lower expectations instead of increasing access
- Adults doing most of the talking (or checking their email)
- A lot of “blends” and drill… and very little comprehension or joy
We think we’re providing targeted support. What we’re often doing is isolating, diluting, and delaying learning. That’s not inclusion—it’s missed opportunity.
So What’s the Problem?
Let’s name it: the biggest barriers to inclusion today aren’t budget or bandwidth. They’re mindsets. Old habits. And a lack of clarity about what support should actually look like.
We’re clinging to “pull out” practices that aren’t supported by outcomes, while new tools like co-teaching, universal design, and in-class scaffolds go underutilized.
Resource rooms were designed for a different era. We now know more—and we owe students more.
What School Leaders Can Do Instead
Change starts when we ask critical questions:
- “What is actually happening in our resource rooms?”
- “What are we sacrificing when students leave general education to get support?”
- “What would it look like to meet student needs without removing them from peers, content, and opportunities?”
When school leaders ask these questions, they begin to shift not just spaces—but systems.
Inclusion doesn’t mean students have to sink or swim. It means we create structures where students don’t have to leave to learn. Where goals like phonics or self-regulation are layered into grade-level content—not delivered in isolation behind a closed door.
Want to See the Research? We’ve Got You.
We pulled together 10 critical, research-backed reasons why resource rooms often cause more harm than help. This handout includes talking points for IEP meetings, staff discussions, and strategy sessions—plus language to help you shift thinking without starting fights.
You don’t need another inspirational poster. You need truth, language, and tools to drive lasting change. This is that.
Bottom line:
If we want to build schools where every student belongs, we have to stop designing systems that exclude by default.
The resource room may have been “the best we could do” once. But now we know better.
And when we know better? We lead differently.
If you’re tired of defending your values every time someone misunderstands inclusion—this video gives you the clarity, confidence, and comeback language you’ve been missing.
This 15-minute video explains why these questions keep popping up—and what they reveal about a deeper confusion around inclusive education. Spoiler: Most people think inclusion means sameness. That we’re ignoring individual needs just to meet a placement goal.