Key points:
- Teaching isn’t a one-way street–students have their own lessons to share
- Here’s how schools can better support neurodiverse students
- Why special educators are key to behavioral equity and inclusion
- For more news on special education, visit eSN’s Innovative Teaching hub
As an art teacher at a school for twice-exceptional students, gratitude is drawn into many moments each day. Reflecting on my previous role in a public school, I often felt like I was caught in a whirlwind, focusing on students who weren’t always fully engaged. But here, I have the gift of time and connection. Small class sizes mean I get to know each of my students personally, celebrating their voices and helping them bring their passions to life. I’m thankful for the chance to inspire them, but even more grateful for the inspiration they bring me.
My students surprise me with their creativity and resilience. They’re not just kids in a special education school; they’re individuals who teach me new ways to view art and life. At our campus, we strive to provide students with a safe, therapeutic, and educational environment where they develop skills to become effective learners, gain personal insight, and acquire coping strategies.
One day, I might witness a student proudly showing me their portfolio. The next, that same student might be experimenting with the sewing machine, struggling, but still eager to try something new. Small moments like these remind me that teaching isn’t a one-way street. While I’m here to guide and support my students, I also learn so much from their curiosity, problem-solving skills and unique ways of thinking. It’s humbling to know that they trust me to be part of their highly personal creative journey. Our art classes often feel like art therapy sessions, where with each brush stroke or molding of clay, students learn more about themselves.
Our school’s close-knit, supportive environment allows me to practice a choice-based approach in the art room. This means my students have the freedom to explore themes that resonate with them. Each semester, they choose an overarching theme that informs their projects, ranging from personal identity or patterns in nature to social connections or light and texture studies. This flexibility lets them express their individuality and connect to art in personally meaningful ways. I’m grateful to witness students who were once disinterested in art leave my class with newfound confidence and excitement, often telling me that they now see the world a little differently, or simply saying “thank you.” These gestures remind me that I’m making the difference I hoped I would when I decided to become a teacher.
My students’ journeys have changed me both as an educator and as a person. They’ve taught me the value of slowing down, of stepping back when a project isn’t working, and rethinking how best to support each of them. Their openness about their own struggles reminds me to be gentler with myself, to practice what I preach about self-care and mental health. This was amplified when I returned to the classroom after having my first child just last year. My students have in many ways become my teachers, pushing me to be a better, more compassionate person. They check in with me on hard days and ask if I am putting myself first, using my coping skills. They give me so much; it really humbles me.
Balancing my role as a teacher and a new mother has its challenges, but I’m incredibly grateful for this career that fuels me. My school is not only a place where I share my love for art but also is the place where I find my own creative outlet. Whether it’s bringing in a piece I made at home to show my students or chatting with them about our shared interests, this work keeps me connected to my passions beyond motherhood.
Every day, I’m reminded that I’ve found my dream job here. I’m thankful not only for the chance to impact my students, but for the impact they have on me. In this season of gratitude, I carry these lessons with a full heart, knowing that our creative work together is an important step as my students work towards achieving their intellectual and social-emotional potential.
My students surprise me with their creativity and resilience. They’re not just kids in a special education school; they’re individuals who teach me new ways to view art and life. Featured on eSchool News, Innovative Teaching, Students with Special Needs, class, day, educators, school, skills, students, support, teacher, teaching, Time eSchool News
