When Teachers Say "Fake It": Advocating for Authentic Inclusion in School Performances Body:

It is a heartbreaking moment for any parent: a school concert is approaching, and a teacher instructs a student to "fake it" or pretend to play during difficult musical passages. While often intended to save the ensemble's sound, this instruction can reinforce performance anxiety and "imposter syndrome" in students who are already struggling with confidence. Beginner band and arts programs are developmental stages where making mistakes is part of the learning process; exclusion should not be the solution to anxiety.

Instead of accepting "faking" as a strategy, parents can advocate for modifications that allow for authentic participation. "Faking" implies deception and a lack of skill, whereas modification is a standard educational tool. Request that the teacher allow the student to play a simplified version of the difficult section—such as playing only the downbeats (the first note of every measure) or root notes. This allows the student to contribute to the harmonic structure of the song and remain engaged without the pressure of technical perfection in a high-speed moment.

Furthermore, performance anxiety often stems from the pressure of on-the-spot assessments. If a student freezes during timed tests in class but plays well at home, parents can suggest alternative assessment methods, such as submitting a video recording of their practice. Additionally, requesting a "safety net"—like being seated next to a strong section leader—can provide the auditory anchor a student needs to recover quickly from mistakes. Authentic participation, even if simplified, is infinitely better for a child's long-term development than being taught to move their fingers silently.

VillageED’s special education services page offers guidance for navigating inclusion in extracurriculars: https://www.villageed.org/sped-services.