Level Four: Resilience and Learning Leaders, a Leadership Cohort Model

I came on board with the NC Resilience & Learning Project in June of 2017 as the first full-time staff member to pilot our new trauma-informed schools model in North Carolina. This opportunity presented itself after a team of researchers and educators pulled together a year-long study group and final report of recommendations on what this work could look like across our state, and I knew I could not turn it down. 

My background is in social work, having received my M.S.W. from UNC-Chapel Hill in 2014. Prior to joining the NC Resilience & Learning Project, I worked with the NC Child Treatment Program, which is part of the Center for Child and Family Health. There, I had the opportunity to learn from some of the best trauma experts in the field. I’ve also had the opportunity to work in several different school settings and roles in North Carolina prior to and during  my M.S.W. program, and I feel that our  work today with the Resilience & Learning Project is the perfect blend of my previous experiences. 

I am a North Carolina native and attended public school for the majority of my K-12 education. I firmly believe that our schools are a critical part of the foundation of our society, and feel incredibly fortunate to have a career that allows me to focus on creating safer and more supportive learning environments for all students. I recognize the ways that educators are having to do far more than they ever have before, being asked to play many roles simultaneously such as: deliverer of curriculum and instruction, social-emotional support for students, and now even Covid sanitation specialist. I also recognize the ways changes to our schools during the pandemic have had life-changing impacts on so many students, especially those who find school as their only physically and emotionally safe place. I am honored to be a part of such a passionate team of individuals through the Resilience & Learning Project, working hard each day to support educators and improve outcomes for our students. 

On a personal note, my family is everything to me. I am married with two beautiful little girls who keep me very busy outside of work time. Having my own kids has opened my eyes even further to the importance of having an education system and individual schools that are focused on the WHOLE CHILD and the many needs they bring into the school building with them. 

The Passion Behind the Work

In many ways, my passion comes from my parents and how they raised me. I am an only child and grew up always being very close to my parents. They raised me in a home that was always about serving and loving others around us. This was often done through our church or through other local community organizations near us. My childhood is sprinkled with so many consistent memories of my parents fixing meals for others, purchasing holiday gifts for those in need, or simply walking alongside and loving marginalized individuals in the community. I realized from an early age that I wanted to have a career focused on these same virtues. 

My experience in high school is also a part of my story and how my passion came to be. When I got to my first year of high school as a student who was typically very introverted, especially in new, unfamiliar settings, I quickly felt lost and oftentimes unnoticed and started to feel anxious each morning when it was time to leave for a new school day. I was athletic but didn’t quite have the courage to try out for any sports teams and found it very hard to find my place in any other group or club in high school. I know this is the story for so many adolescents as they get to middle or high school and I am so thankful for family and friends outside of school who helped me through those challenging and formative years. I was also fortunate to have the opposite experience once I got to college. However, as a result of my experience in those four years of high school, I’ve always had a desire for every student to have a different story to tell about their school experience. I want them to be able to look back and think of positive memories and feelings of belonging within their school building.

What is my “Why?”

My “why” is to help create a world in which every child is able to reach their own definition of success. I believe that this starts first and foremost with every child knowing that they are loved and supported by at least one adult in their life who serves as their cheerleader and their champion. I had so many of these kinds of adults growing up who made me feel safe and who I knew believed in me even when I didn’t believe in myself. 

I also believe that “success” looks different for every child, but that each child should have the opportunity to reach their full potential no matter who they are or where they come from. This means that we need systems that help remove and overcome barriers for ALL kids. It also means that we need adults fighting for and loving every child who walks through a school’s doors each day so that all kids can grow up feeling supported and having the courage to be the person they were meant to be. For me, this is the essence of what it means to be trauma-informed and build resilience: to create school environments where kids are excited to come each day knowing they are loved and cared for, believing in themselves, and knowing that they do have what it takes to fulfill their dreams. I am so grateful to be a part of a team that helps me live out my “why” each and every day in the work that we do with schools all across our state.