When Teaching Transformation: How Special Education Rekindled My Purpose

What I discovered in that shift from general education to special education was not just a new content area, but a deeper understanding of what it means to serve students who are often overlooked. Every small breakthrough - a student making eye contact for the first time, another learning how to use adaptive communication devices - reminded me that progress looks different for everyone. These were not just teaching wins; they were life-changing moments for the students and their families. Seeing their pride and joy made me realize my work extended beyond lesson plans and test scores.

One particular moment stays with me. A nonverbal student I had worked with for months reached out and took my hand, while looking straight into my eyes. It was in that simple gesture that I realized she trusted me and that communication is more than the words we say. It exists in our actions--and sometimes those are more powerful than words. That simple gesture, which most people might take for granted, was the result of weeks of effort, consistency, and trust-building. It was a turning point for me. I remembered why I entered education in the first place: to help students grow into their best selves, regardless of where they start. It reignited my commitment to equity in education and reminded me that teaching is about meeting students where they are and walking with them forward.

Resilience Through Relationships and Community

During challenging times, the relationships I have with students, families, and colleagues motivate me to stay. Education is inherently collaborative. When things get tough - whether due to policy changes, staffing shortages, financial constraints, or emotional burnout - I turn to my community. I have learned that mutual support among educators is not just helpful, it's essential. According to a report by the Learning Policy Institute, strong professional relationships and collaborative school cultures are linked to higher teacher retention and better student outcomes¹.

I remember a time when our district was facing a Reduction in Force (layoffs). Tensions were high, and there was a real sense of uncertainty about the future. But instead of retreating into fear, our staff united. We rallied at school board meetings in support of one another, stood up and spoke out on behalf of our colleagues, and continued to support each other emotionally and professionally. Our solidarity was powerful. In the end, the district found alternative ways to cut costs and even reached out to the community for donations. That collective effort not only preserved jobs but also strengthened our sense of purpose. The students noticed, too. They saw that we were there for them despite the challenges, and that consistency built trust. In public education, where external pressures are constant, it's the internal relationships that sustain us.

Reframing Burnout as a Signal to Pivot

Burnout in education is real and well-doc