Early in my career as a self-contained teacher for students with behavior disorders, I noticed that the better I became at my job, the more students were sent my way. I also noticed that if some of our students had a few additional supports in the general education classroom, they would not have needed to come to my classroom. While some students do need more intensive behavior support, others may only require a few academic and behavioral ramps to help them succeed in the general education classroom.
This reflection eventually led me to consider schoolwide applications, such as universal design for learning (UDL), to prevent problems for students.
The Pivot: UDL Is Not “One More Thing”
Schoolwide approaches, such as UDL, are not about adding more to teachers’ plates. They involve designing effective instruction from the beginning, so fewer students fall through the cracks.
As researchers such as Loui Lord-Nelson and those at the SWIFT Center have taught us: when schools build strong systems, inclusive practices become easier — not harder.
And that’s where multi-tiered systems of support (MTSS) matter.
Schools with strong systems, such as those developed in MTSS implementation — leadership teams, coaching structures, clear priorities, and ongoing data reviews — are better positioned to embed schoolwide approaches, such as UDL, into daily instruction (Thomas et al., 2023).
Resources like PBIS.org provide structures that make it realistic to integrate systems and practices.
When teams have clarity and support, teachers may be more willing to experiment with their instruction. Systems reduce risk. And staff trying new approaches, such UDL, requires psychological safety. UDL is not another initiative to add to overburdened educators. Its strength lies in how it streamlines and strengthens core instruction. When teachers design lessons that include multiple ways to engage with content, represent information, and demonstrate learning, they can reduce the need for constant individual modifications later. Front-loaded flexibility allows staff to anticipate variability, minimize reactive problem-solving, and create more efficient, responsive classrooms. As a result, when teachers flexibly present core instruction and provide meaningful choices for engagement and expression, they are better positioned to use their time to address individual student needs.
However, it may take time to build systems and trust for UDL implementation. Systems may include teacher training, support from school leadership, and resources that support implementation (EL Boukhrissi,& Brigui, 2025). Here are a few considerations when beginning to implement schoolwide strategies such as UDL in your settings.
Rationale: Why Educators Resist UDL (and What to Do About It)
When teachers hear “new initiative,” they often think:
- This is going to be more work
- I’ll have to attend more meetings
- There will be more expectations for my classroom
- I’ll have less time for instruction
That resistance is understandable.
However, Universal Design for Learning (UDL) is designed to address some of the most persistent challenges educators face. When implemented well, it helps:
- Reduce the need for last-minute accommodations and modifications
- Streamline planning by anticipating student variability from the start
- Increase student engagement through meaningful choice and access
- Improve clarity and consistency in core instruction
- Free up time to focus on individual student needs rather than reactive problem-solving
Rather than adding to teachers’ plates, UDL shifts how instruction is designed so that it works more efficiently for more students from the outset. Here are common barriers to UDL — and practical responses to these concerns:
1. “We Don’t Have Time.”
Instead of redesigning an entire unit, start with a small refinement.
For example, a teacher might add guided notes, visual vocabulary support, or a choice in how students respond during one lesson. That’s UDL. Not a redesign — a design adjustment.
Try This:
Ask teachers to identify one recurring classroom instructional challenge. These challenges could include the need to repeat instructions, students not engaging in an independent writing assignment, or persistent problems with the quality of students’ reports on what they learn. If needed, see this recent blog I wrote on addressing more behavior-focused needs (link). Pilot one small UDL-aligned adjustment for two weeks. Reflect. Adjust. Repeat.
Small experiments may reduce staff’s feeling of being overwhelmed and build confidence.
2. “We Already Differentiate.”
Good. That means you already have an entry point.
Differentiation often happens after we see students struggle. UDL asks us to anticipate problems before the lesson begins.
Try This:
Consider connecting the UDL framework to instructional strategies schools are already using. For example, high school staff who use tools from Core Six classroom practices, such as reading for meaning, might connect these existing instructional strategies to UDL principles.
UDL doesn’t replace good teaching. It strengthens it.
3. “This Feels Abstract.”
Make the strategies concrete. For example, ask a teacher to experiment with:
- Increasing opportunities to respond (link).
- Provide two ways for students to show learning.
- Offer choice in engagement.
Try This:
The AI platform LUDIA (link) can help generate UDL-aligned ideas tied to specific content areas or lesson objectives. The nice thing about LUDIA is that it draws directly from UDL Guidelines (link).
Take one lesson this week and add one additional response option (oral, written, visual, digital). Notice changes in engagement and participation.
4. “What About Student Voice?”
UDL becomes stronger when students help shape learning.
A great way to learn about students’ needs is to ask them. Teachers may have files on their students or information from previous instructors. However, we may still lack direct information from students about what does and does not work for them in the classroom. A very simple tool, the I’m Determined One-Pager, helps teachers gather students’ input on learning needs and increase ownership. The process asks students to identify their strengths, interests, preferences, and needs (link).
Try This:
If you are not ready to provide your entire class with the one-pager, ask your students: “How do you prefer to show what you know?” Incorporate one suggestion into your next unit.
When students see themselves in the design, engagement may increase.
5. “How Does UDL Support Equity?”
UDL is not just about access. It is about opportunity.
Students from marginalized backgrounds often experience overlapping barriers related to disability, race, or language. Designing flexible instructions from the start reduces the need for after-the-fact fixes.
Frameworks like Equity by Design and culturally responsive UDL approaches remind us to intentionally reduce linguistic and cultural barriers.
Try This:
Identify one lesson and offer language scaffolds during content instruction or allow multimodal responses that reduce dependence on a single communication format.
UDL in Practice May Mean:
• Starting with a real classroom problem.
• Piloting small, visible changes.
• Building on what teachers already do.
• Using MTSS systems for support.
• Including student voice.
• Scaling gradually.
While these strategies may be helpful in supporting individual instructors, implementing schoolwide approaches takes support and attention to the implementation stages. The strategies in this blog will hopefully be useful to create local knowledge, expertise, and buy-in for UDL. The long-term implementation focus should include embedding UDL within a schoolwide framework, such as MTSS. The UDL framework may be an effective way for educators to improve their students’ core curriculum. MTSS provides systems and data to help implement and evaluate the approach’s effectiveness. For more suggestions on embedding UDL into MTSS, please see our blog Embedding UDL into Multi-Tiered Systems of Supports.
Having teachers run small experiments might be one way to develop local buy-in to begin scaling your work (see Developing Buy-In for Schoolwide Approaches). For more on how small steps can help support your work, see our recent blog Small Starts and Schoolwide Positive Behavior Supports.
Conclusion
UDL becomes overwhelming when we treat it like a program.
It becomes powerful when we treat it like a design lens.
When schools use MTSS structures, coaching, and data systems, UDL doesn’t feel like “one more thing.” It becomes a way to make instruction clearer, more engaging, and more equitable for everyone. UDL helps teachers work more efficiently by proactively embedding supports into their teaching and learning environments before many learning problems occur. Like schoolwide approaches such as positive behavior support, UDL practitioners anticipate problems and focus on prevention. This approach will hopefully give educators more time to address more intensive student needs.
I would love to hear your thoughts on how you have implemented schoolwide strategies, such as UDL, in your setting. Please feel free to leave a comment below.