My first year teaching in a public school was 1994, Louisa County High School (I taught in private school my first five years). Louisa was a poor community and the high school was old, over-crowded, and plagued by racial issues. Poor school, poor community, but really great people. The kids were particularly unique and, well, fun to be around.

I taught economics among other things, and in one of my econ classes sat a girl named Patricia. Patricia was my best student. Hard working, smart, conscientious, and anxious to learn. She was a wonderful kid, and Patricia ALWAYS did her homework…with only one exception. I was collecting completed assignments one day and she very quietly told me that she had not done her homework because there were no lights in her house. With tears in her eyes, she shared that the electricity had been cut off and she wasn’t sure when it would be turned back on. I smiled, told her not to worry, and started teaching…but I’ve never forgotten that moment. It was my first personal experience with genuine poverty and how it can impact kids concretely.

I kept in touch with Patricia sporadically. Six years after I began teaching there I became the principal of LCHS. I reached out to Patricia and offered her a secretarial job, but she said she was making too much money working in one of the local banks. I was so happy for her. I am sure she continues to be successful.

Educators can never forget what some of our students are experiencing at home. Many struggle but never show it…just like Patricia. For many students, however, their struggles manifest themselves much more obviously. Behavior issues are an excellent example. So are detachment, hopelessness and depression. We’ve got to understand AND recognize that the support systems for our students can vary dramatically from home to home.