Center of Community

Zahra Hassan is a proud Somali-Canadian educator, community worker, content creator, and fashion enthusiast based in Toronto, Ontario. Born and raised in the city, Zahra's identity is deeply rooted in her Somali heritage, a foundation that continues to shape her values, her work, and the way she moves through the world.

By day, Zahra is a full-time elementary school teacher leading a Grade two/three split classroom. She is deeply committed to creating safe, affirming spaces where students, especially those from marginalized communities, feel seen valued, and empowered to be themselves. As a Black Muslim woman in education, she embraces the responsibility of making sure her students experience representation in both the curriculum and their daily classroom environment. At the heart of her teaching philosophy is a simple truth: every child deserves to feel like they belong. Over the past four years, she has also mentored eight girls in Kenya through an organization called Fikia Dada Rescue Centre and helped raise money for eight girls to attend school.

Outside the classroom, Zahra expresses herself through fashion and storytelling. For her, style is more than a visual statement, it’s a powerful tool for reclaiming space, honoring her culture, and showing up fully as herself. This is shown through her collaborative work with UGG Canada, Staples Canada, and Adidas, to name a few. Whether styling thrifted gems or wearing statement pieces that reflect her roots, Zahra uses clothing to tell stories and encourage others to do the same. She finds beauty in intentional styling, especially in professional and creative spaces where people are often told to shrink themselves.

As a content creator, Zahra shares moments from her everyday life—from teacher outfits and lifestyle vlogs to community work, joy, and personal reflections. Her platform is a space rooted in authenticity and purpose, where she explores the intersection of identity, fashion, education, and community.

Her commitment to global grassroots work is reflected in her ongoing support of organizations like Fikia Dada Rescue Centre and Smile for Sache, which is shown regularly in her social presence. She also leads creative workshops and speaks on topics such as identity, representation, and the power of education.

Currently, Zahra is focused on bridging storytelling, education, and fashion, while staying grounded in the communities that inspire her. Whether she’s organizing behind the scenes, filming a reel, or teaching in her classroom, she leads with purpose, passion, and people at the center of it all.

And when she’s not teaching or creating, you’ll likely find her at a thrift store, editing content in a cozy café, or styling an outfit that makes her feel most like herself.

Teaching & Education

What inspired you to become an educator, and how has your teaching philosophy evolved over time?

“For me, becoming an educator was deeply personal. I didn’t always see myself reflected in my teachers growing up—whether that was in identity, teaching style, or the curriculum itself. I remember how it felt to sit in a classroom and feel invisible, like who I was didn’t fit the mold of what a “good student” looked like. Those experiences stayed with me, and I knew that one day, I wanted to be the kind of teacher I never had—someone who saw every student, who valued their voice, and who created a space where they could be their full selves without shrinking.

My love for working with kids started early, and it grew through community work and mentorship roles. The moment I stepped into a classroom as an educator, it just clicked. I knew this was bigger than a job—it was a calling. When I first started teaching, I was very focused on structure, routines, and making sure I was doing everything “by the book.” I thought being a good teacher meant having all the answers. But over time, I realized that the best educators are also learners—constantly growing, adapting, and making space for student voice.

My philosophy now is centered on relationship, representation, and relevance. I believe students learn best when they feel safe, seen, and supported. I prioritize culturally responsive teaching, affirming students’ identities, and ensuring that every child feels like their story matters in my classroom. I’ve also learned the importance of joy—how bringing love, humour, and authenticity into the space can transform learning.

Ultimately, I see teaching as an act of love and resistance. It’s about disrupting systems that weren’t built for all of us, and building something new—where every student not only belongs but thrives.”

How do you create an inclusive and empowering learning environment for your students?

“Creating an inclusive and empowering classroom starts with intention. I know that for many of my students—especially those from racialized, immigrant, or low-income backgrounds—school isn't always a space where they feel seen or heard. So from day one, I focus on relationship-building. I learn my student’s stories, cultures, and interests, and I bring those into the classroom. Whether it’s reading books with characters that reflect their lived experiences, incorporating music and language from their cultures, or just making time to talk about how they’re really doing, it’s all about seeing the whole child.

I also make sure my classroom is a space where students feel safe to take risks, ask questions, and express themselves. We co-create class norms together, and I’m transparent about making mistakes and learning alongside them. I tell them often: “This is your space too.” When kids feel ownership over their learning and trust their teacher, everything changes.

Representation matters. I intentionally center voices that have historically been excluded from the curriculum—Black, Indigenous, Muslim, immigrant, and neurodiverse voices—so my students can see themselves in the content and be inspired by others who look like them. And finally, I try to model authenticity. Whether it’s through what I wear, how I speak, or how I show up with love and realness, I want students to know that who they are is more than enough.”

Can you share a moment when a student’s growth or success reaffirmed your purpose as a teacher?

“Yes—there’s one student who comes to mind immediately. In my first year of teaching, I had a student who had just arrived in Canada and was navigating so much—language barriers, culture shock, and a lot of anxiety. At first, he barely spoke in class, kept his head down, and often chose to work alone. I could tell he was capable, but he didn’t yet believe that himself.

I made it my mission to create small, consistent moments of connection. We’d talk about his favorite foods, soccer teams, and even teach each other new words in English and his home language. I started giving him leadership roles in the classroom—first simple ones like handing out papers, then leading group work. Slowly, I saw him start to open up.

By the end of the year, he was presenting in front of the class, making friends, and even leading a discussion on a book about immigration that deeply resonated with him. After his presentation, he told me: “Miss, I didn’t think I’d ever speak in front of people here, but you helped me believe I could.” That moment still gives me chills. It reminded me that sometimes all a student needs is someone to see their light before they’re ready to shine. That’s why I do this.”