Stress is unavoidable. People carry stress within their bodies, as everyday pressures cause muscles to tense up. Too much stress can make people physically ill and leave them at greater risk for serious conditions such as heart disease and depression. There are many effective ways to relieve stress, including some that can be done without the help of professionals. 

Learning to relax is one of the best ways to deal with stress and its physical and emotional symptoms. Relaxation gives the body and mind a chance to calm down and recuperate and can also help manage pain, get an energy boost, or just feel better in general. It can help decrease muscle tension, lower blood pressure, decrease irritability, improve sleep, and generally improve well-being.  

Therapies you can do on your own

Some methods are very simple, such as taking a few minutes to just sit quietly. Other methods may require instruction and practice because you need to tune in to and teach the body to shift into a relaxed state. The key is to keep trying. For many people, first attempts at relaxing may be less fulfilling than hoped for. But as you experiment to find what works for you and practice, you’ll find yourself more and more able to relieve tension any time you want to.

Find a comfortable place, free of distraction.

Deep breathing. Concentrate on your breathing. Inhale with slow, deep breaths through your nose, and slowly exhale through your mouth. Imagine calmness entering your body with every inhalation and tension leaving your body with every exhalation. Counting each breath will help you stay connected to your breathing. Try to extend your exhale to be a few seconds longer than you inhale.

Progressive muscle relaxation. Lie down on a bed, sofa, or floor—anywhere you can comfortably stretch out. Breathe in and out slowly and deeply while you concentrate on each of the muscle groups in your body one at a time. Starting at your toes and working your way up your legs and continuing through your body to your neck and face, contract each muscle area for three to five seconds and feel the tension as you breathe in, and then concentrate on letting it go on the exhale. Gradually your entire body will be completely relaxed.

Meditation. Many ways to meditate have been developed over thousands of years. Meditation offers techniques and practices for attaining inner peace by focusing on images, sounds, or breathing. For instance, you might take a few minutes in a quiet place to close your eyes and quietly focus on a mental image, such as walking on a beach or in a wooded area, or on an object that calms you. 

Stretching. Tension builds up in the muscles throughout the body. Just a few minutes a day of slowly and gently stretching your muscles can relieve a lot of that tension. Hold each position for 30 seconds. Don’t stretch too hard—you want to feel the muscles extended, but not pulled.

Exercise. It doesn’t have to be very strenuous. Even a quick walk around the block can help to relieve tension. Find a physical activity that works for you and do it at least a couple of times a week. Work up to 30 minutes of moderate to vigorous exercise on all or most days of the week.

Mindfulness. Mindfulness is a way of becoming more aware of the moment without making judgments that can get in the way of being fully present. You can try to become more mindful on your own by, for example, slowing down and savoring the taste of each bite of a meal instead of rushing through it. 

Massage. Massaging muscles can relieve tension and help your muscles relax. You can get a professional massage, or you can rub the tension out of your neck and shoulders yourself any time you feel tight. Remember to take a moment to stop what you are doing and concentrate on relaxing while you massage your neck and shoulders.

Dallas ISD celebrated the 2025 State of the District, an evening dedicated to honoring the impact and progress that drive schools forward. This celebration, held May 6 at the Margot and Bill Winspear Opera House, put the spotlight on powerful stories of students, teachers, and leaders who are transforming lives and breaking barriers every day—making it happen together.

Another of the evening’s highlights was the announcement of the 2024-2025 Educator of the Year Awards, sponsored by the Dallas Education Foundation. The winners received $5,000 each while finalists were awarded $1,500 each. Meet the winners:

Teacher of the Year—Elementary

Netallia Rush
Ronald E. McNair Elementary School

Netallia Rush is the lead fifth-grade reading teacher at Ronald E. McNair Elementary School. Rush is a Mississippi native, who has a bachelor’s degree in elementary education from Jackson State University, a master’s degree in reading literacy from Belhaven University, and is currently pursuing a master’s degree in educational leadership at the University of North Texas at Dallas. As a proud member of Zeta Phi Beta Sorority Incorporated, Rush embodies the values of scholarship and service. Her leadership roles include Cheer Coach, Debate Coach, House System Lead, Team Lead, Campus Instructional Leadership Team Member, Poetry Slam Coordinator, and Campus Mentor. Through her innovative leadership, Rush fosters a culture of empowerment, growth, and community. By inspiring young voices and guiding her peers, she exemplifies excellence in education and remains dedicated to shaping tomorrow’s leaders through her passion, purpose, and unwavering commitment to learning.

Teacher of the Year—Secondary

Bernardo Velez Rico
North Dallas High School

Bernardo Velez Rico teaches Advanced Placement English and OnRamps Rhetoric at North Dallas High School. Born in southern California and raised in Grand Prairie, Rico is the son of immigrants from rural Guanajuato, who instilled in him the transformative power of education. A first-generation college graduate, Rico earned his Bachelor of Arts from Stanford University. Before teaching at North Dallas, Rico managed school outreach programs at the Dallas Museum of Art. This role afforded him the opportunity to work directly with students in Dallas ISD classrooms, sparking his commitment to fostering equity in education and uplifting local communities.

Rico’s journey as a teacher began four years ago as a member of the district’s Latino Residency Program, and he has since taken on roles including mentor teacher, Teacher Excellence Initiative campus expert, AP Ally, content study group leader for the Alternative Certification Program, OnRamps District Content Lead, and Virtual Conference Facilitator with The University of Texas at Austin. Rico’s work is guided by a clear mission: to provide rigorous and equitable learning opportunities that empower students to exceed both their own expectations and those imposed by others. At North Dallas, he has led initiatives to expand and strengthen the school’s AP and OnRamps programs, more than doubling the number of students earning college credits in English. His leadership also extends to professional development, where he has facilitated school, district, and state-level workshops on effective instruction and equity in advanced coursework. Rico’s teaching philosophy is rooted in an unwavering belief in his students’ potential, challenging them to reimagine what is possible while equipping them with the skills and confidence needed to thrive.

Teacher of the Year—Choice/Magnet

Patricia Cortez
School for the Talented and Gifted in Pleasant Grove

Patricia Cortez is a dedicated educator at the School for the Talented and Gifted in Pleasant Grove, where she teaches sixth-grade world cultures and seventh-grade Texas history. A proud product of Dallas ISD, Cortez brings a personal connection to her work. Cortez earned her Bachelor of Arts in Interdisciplinary Studies with a focus on bilingual education from The University of Texas at Arlington and her Master of Education in Curriculum and Instruction in personalized learning methods from Texas Tech University. Her career began at the elementary school she attended as a child, Casa View Elementary School. She later transitioned to the School for the Talented and Gifted in Pleasant Grove, where she hopes to inspire students, drawing on her experience as a former magnet school student.

Committed to student achievement, she collaborates with other social studies educators to develop creative lessons aligned with Texas Essential Knowledge and Skills standards. Her collaboration with the Dual Language Department has been particularly impactful, as she has helped create activities and lesson plans for teaching Texas history in Spanish, ensuring equitable access for bilingual learners. Beyond the classroom, Cortez oversees several programs and initiatives aimed at enriching student and teacher experiences. She manages Clubs and Whistles, a program that fosters student engagement through extracurricular activities, and coordinates University Interscholastic League competitions for elementary and middle school students. She also leads the LadyBots and LadyDronez, all-girls robotics and drone teams, and is part of a broader initiative to bring robotics opportunities to all students at the school. Through these efforts, Cortez inspires young women and all students to explore science, technology, engineering, and mathematics. Additionally, she serves on the campus Climate and Culture Committee, promoting a positive and inclusive environment for students and team members.

Principal of the Year—Elementary

Beverly Mullins Ford
Anne Frank Elementary School

Beverly Mullins Ford is a dedicated and visionary leader in Dallas ISD, committed to student achievement, school excellence, and community engagement. A Dallas native, she began her career as an eighth-grade science teacher at Edward H. Cary Middle School. She earned her master’s degree in educational administration from The University of Texas at Austin and joined Anne Frank Elementary a year after its inception, serving as assistant principal for 19 years before stepping into the principal role seven years ago.

With 26 years at Anne Frank Elementary, Mullins Ford’s leadership is a testament to her commitment to erasing opportunity and achievement gaps and ensuring equity, excellence, and success for all students. Under her leadership, the school has earned multiple Texas Education Agency distinctions, a Gold Ribbon School recognition, and consistent Breakthrough Campus status, with a focus on achieving an A rating.

A firm believer in relationships, visibility, and high expectations, she greets students and team members daily, creating a safe, welcoming, and inclusive environment. She is also a mentor to many to build leadership capacity in those looking to grow in education. Honored as a 2023-2024 Master Principal, she continues to inspire educators, engage families, and shape the future of Dallas ISD.

Principal of the Year—Secondary

Stephanie Amaya
W.H. Adamson High School

Stephanie Amaya, the daughter of Salvadoran immigrants, is a proud graduate of Dallas ISD and a first-generation college graduate who holds a bachelor’s degree from the University of North Texas and a master’s degree from Lamar University. She is currently pursuing a doctorate degree at Dallas Baptist University. With a deep sense of commitment to the communities she serves, Amaya is dedicated to uplifting others and making a meaningful impact. Her experiences and background fuel her passion for service and the desire to give back to the people and neighborhoods that have shaped her journey. She has been recognized as 2018 Principal of the Year and named Outstanding Principal by the Dallas Southeast Chamber of Commerce in 2019. She has successfully implemented International Baccalaureate, Expeditionary Learning, and Novel Engineering at her schools.

Currently in her fourth year leading Adamson High School, her leadership has earned her recognition as a Master Principal for three consecutive years. With her guidance, the school has seen significant improvements in student achievement, earned scholarships, and campus culture. Amaya leads with a focus on inclusiveness and empowerment, fostering supportive environments for students and team members. She is committed to continuous growth, mentoring, and hands-on leadership, striving to improve the schools and communities she serves.

Principal of the Year—Choice/Magnet

Channel C. Hutchinson
New Tech High School at B. F. Darrell

Channel C. Hutchinson, a 16-year veteran in education, is in her fourth year as principal of New Tech High School at B.F. Darrell. A graduate of the University of New Orleans and holding a Master of Education degree from the University of Phoenix, Hutchinson began her career in Arlington ISD teaching social studies and special education for nine years. She later served as assistant principal at New Tech, where she laid the foundation for her leadership role. Under her leadership, New Tech transformed by expanding Career and Technical Education programs, including new pathways in audio video and gaming design, in addition to a successful animation program. Hutchinson also pioneered project-based learning initiatives, leading to community events like the Careers in Gaming Expo, a film festival, and a Mindstorm Project with the President of Lego Education.

In 2023, New Tech was named the #1 Gold Ribbon Campus in North Texas by Children At Risk, and in 2024, the school earned an A rating across all STAAR domains—making it the only district high school to achieve this distinction. New Tech is also an AVID National Demonstration School and received the Excellence in Education Award from the organization. Hutchinson’s leadership has led to significant academic gains, increased enrollment, and a positive school culture. She is committed to equity, innovation, and providing all students with an exceptional educational experience.

Starting on May 27 and through Aug. 29, the district will implement its summer dress code so employees can be comfortable as they perform their normal work duties while still portraying a professional image to students, parents, and community members.

While the summer dress code allows for a more casual look, standards for daily attire are still at the discretion of the supervisor; however, the dress code must be followed and does not permit inappropriate apparel. [See DH(LOCAL) and DH (REGULATION)]

• Casual includes clothing that is comfortable and neatly put together while communicating professionalism.
• Casual may differ based on the various business needs of the department. Please consult with your department supervisor to determine appropriate attire for your job.
• Certain events on the district’s calendar may require employees in a specific department or location to wear business attire instead of the casual look.
• Take your workday schedule into account when considering your attire for the day. If you have a meeting scheduled with the public or vendors, you may need to wear business attire.
• Supervisors will have the discretion to make exceptions to appropriateness of attire as it relates to culture, religious beliefs, vocational courses, physical education, maintenance, medical necessities, events, and spirit days.
• Employees required to wear district-issued uniforms are expected to wear the assigned uniform.

Acceptable Attire

• Pants—Nice pants or cotton slacks
• Shirts—Blouses, casual shirts, and golf shirts
• Dresses or skirts—Casual dresses and skirts no shorter than three inches above the bend of the knee and appropriate for an office environment.
• Footwear—Loafers, boots, flats, sandals, and leather deck shoes
• Clothing should fit appropriately and be clean, and wrinkle-free

Unacceptable Attire

• Form-fitting, snug, sagging, or transparent clothing
• Excessively worn, faded, or tight clothing
• Clothing with holes or frayed areas
• Revealing or provocative attire
• Necklines that expose cleavage
• Dresses and skirts shorter than three inches above the bend of the knee
• Jeans, sweatpants, shorts, bib overalls, leggings, spandex, and lycra
• Tank tops, T-shirts, and shirts with messages/graphics
• Athletic wear and beachwear
• Footwear—Slippers, flip-flops, athletic, house, and sneaker-style shoes
• Hats are not to be worn inside, unless used as protective wear appropriate for one’s job function.

Earlier this year, Melissa James, art teacher at Solar Preparatory School for Girls, received exciting news—one of her students’ artwork had been selected to be displayed in Austin.

Seventh-grader Elsa B.’s “My Best Friend” was selected by Texas’ First Lady Cecilia Abbott to be among 14 art pieces from across the state to be on display in the Governor’s Business Office until 2026.

This is not the first time the artwork of James’ students has been recognized at the state level. Just last year, while teaching at Moisés E. Molina High School, James encouraged her student, Jessica M., to submit her felted piece to the state Visual Arts Scholastic Event (VASE). Jessica spent all summer perfecting her felted artwork, which depicted a girl lying on her belly with beloved childhood objects strewn about her. Out of approximately 34,000 submissions, only 100 were awarded a Gold Seal, the highest honor at the event. Martinez was among the awardees.

“It’s really neat to see these things happening, especially knowing that I’ve made a difference as a teacher,” James said.

James, a 33-year teaching veteran, has spent the last six years at Dallas ISD—first at Molina High School and now at Solar Preparatory. She grew up in Houston and learned early on to express herself through art. Her passion began, of all places, in hospitals and doctors’ offices, where her twin brother, often sick, spent a great deal of time.

“I had to be quiet, so I would take out white paper and draw,” she said.

James experienced firsthand the healing power of art. As a child, she didn’t speak much, leading her family to assume she was a mute, she said.

“I didn’t talk my first year of school and I was put in a speech class. I had a twin brother, and we weren’t around any other kids,” she said.

Only art broke through the communication barrier and gave James a voice.

“I was able to express emotions through my art,” she said.

James hopes to foster her students’ latent artistic abilities and give them a voice that is just as powerful as hers was through art at their age. She feels this is especially important after the COVID pandemic that left so many young children with difficulties expressing themselves verbally.

“Growing up, I didn’t realize the potential I had in me,” she said.

In class, James likes to vary her lessons and introduce concepts—and projects—her students will find enjoyable.

“I’ve been choosing things that they’ve never done before so that they’re not bored,” she said. “I want them to say, ‘Wow, this is so cool.'”

James encourages her students to turn to their lives for inspiration for their art assignments instead of looking for images on the internet. The assignment to photograph something beloved—family, pets, friends—print it, and sketch it, led to Elsa’s piece. Following the sketch, James set the class to practicing texture, an art technique that creates the illusion of physicality.

All students worked hard, but Elsa took particular care to apply James’ suggestions, ultimately giving the drawing of her pet doodle a lifelike quality.

James often works one-on-one with students but makes sure that her classroom has an atmosphere of inclusion so that all feel their needs are being met and they can build on them, she said. Her love for the welfare of children and her passion for art continues to motivate her to this day.

“Where your mind takes you is in your heart,” she said. “That’s what needs to come out in a painting—it’s you.”

To keep Dallas ISD moving forward and team members attuned to the latest innovations, Library Media Services is offering a hands-on virtual learning series that will teach the ethical and meaningful use of Gemini AI to support teaching, learning, and everyday tasks.

The learning series—Wired Wednesdays–Gemini at Work—was created by Patricia Alvarado-Barnes, director of Library Media Services and member of the district’s artificial intelligence task force, which was created to study ways to responsibly integrate AI across all levels. Alvarado-Barnes also happens to be a skilled user of Gemini.

“It’s getting easier and easier to really use AI for everything—for translating, for reviewing your documents, editing your emails, brainstorming ideas,” she said.

Gemini AI is not the only resource open to everyone in the district. Turning to her monitor, Alvarado-Barnes pulled up Notebook LM, a research and note-taking tool built on Gemini AI. She uploaded a 300-page document and watched as the AI extracted the main ideas and supporting evidence in just seconds. Small pop-up windows, known as tooltips, appeared below the chat window, giving her the choice to convert the document into a podcast or a mind map.

“Notebook LM is super powerful, and it’s wonderful. If you’re going to college, you feed it all your information from your professor, and it will create a podcast,” she said.

Many people have concerns about artificial intelligence replacing jobs or human capability, but that isn’t what Gemini AI does at all, she said.

“People feared the internet when it came out, too,” Alvarado-Barnes said as she continued demonstrating how Gemini can take notes for the user, synthesize information, create spreadsheets, and even generate a budget variance analysis. All of its input and output, however, requires human presence, making it a tool, not a replacement.

“I don’t see it as a shortcut,” she said, “but as a way to enhance learning. I want to make sure our students and teachers don’t miss out on this.”

Even so, there are valid fears about artificial intelligence gathering information for sale, but Alvarado-Barnes put those to rest.

“It’s connected to our district, so it is not selling the information to someone else,” she said.

The district in fact reached a privacy agreement with Google, which prevents the search engine from selling what employees create through the use of Gemini AI to third parties.

“Unlike ChatGPT, where there is no privacy agreement with the district, using Gemini AI is as secure as using Google Drive,” she said.

But what about plagiarism?

“We’re having these training sessions to teach the responsible use of technology,” Alvarado-Barnes said.

Also, anything put into or produced by Gemini’s vast database will be kept there and cross-referenced by its algorithm, thus flagging users who commit plagiarism, she said.

Reading Language Arts classes are already using AI-powered grading tools to provide essay feedback for students and teachers.

Over the next few weeks, the district will launch pilot programs in select high schools to implement Gemini AI.

May—Mental Health Awareness Month—is a time to shine a spotlight on mental health, so the HCM Benefits Department is rolling out an exciting lineup of resources, tips, and features designed to support all district employees. Whether you’re facing a crisis or simply seeking a little more balance in your life, they’ve got you covered.

Start your wellness journey with the Employee Assistance Program (EAP)
The Benefits Department’s Employee Assistance Program is the perfect place to begin your mental health and wellness journey. Head over to dallasisd.lifeworks.com to explore the amazing resources available at your fingertips and get the support you need today.

Go mobile with Telus Health One
Want mental health resources on the go? Download the FREE Telus Health One app from the Apple App Store or Google Play Store. Simply sign up with the invitation code, and you’re ready to access valuable support anytime, anywhere. Already registered? Just hit ‘Log In’ to get started.

Apple App Store: Click here

Google Play Store: Click here

Need counseling?
Team members seeking in-person, virtual, or phone counseling, the EAP is there for you—available 24/7, every day of the year. Call 972-925-4000, select option 3 for EAP, and take the first step toward feeling better. These services are completely free, confidential, and ready to help.

Stay tuned for monthly mental health highlights
Throughout May, we’ll be sharing powerful messages and tips, featuring key resources to help tackle everything from depression and burnout to anxiety and stress.

Behind every student’s success is a teacher who recognizes his or her worth and cultivates it, and to honor these teachers who have gone the extra mile, the Rotary Club is now accepting nominations for its annual Service Above Self Teacher Awards. Winners will receive cash awards and be honored at a special luncheon in August.  

The Rotary Club will consider teachers from all district schools who: 

• go beyond the call of duty to develop curriculum, tutor students after school without compensation, and support other activities at the school; 
• actively participate in their communities, frequently volunteering with organizations that promote the well-being of residents and positively impact students; 
• support at-risk or developmentally disadvantaged students by offering counseling, support, and a positive learning environment; and
• are selfless in their conduct and innovative in their classroom instruction. 

The nominees will have to submit a statement of professional philosophy that highlights what drives his or her actions and attitudes. The deadline to apply is June 6.  A special award luncheon will be held Wednesday, Aug. 8.

Teachers may self-nominate or be nominated by colleagues who think they meet or exceed the criteria listed above.  

To submit a nomination, please click here.

One of the features someone might notice when first meeting Brenda Brooks are her curls— bouncy and exuberant. Not unlike her curls, Brooks exudes exuberance at work and in life, fueled by the joyful conviction that what she does as a cafeteria supervisor at Nancy Moseley Elementary School is purposeful, making her one of the School Lunch Heroes celebrated on May 2.

She often wears the school’s green and white and a matching green headband. A computer speaker on her desk thumps out gospel music and the occasional R&B, a tradition Brooks has established to keep her team motivated. In the back of the office, on one of the walls, is a collage depicting memories of Brooks’ 27-year tenure with Dallas ISD—family gatherings, Christmas celebrations, portraits, and, in a prominent position, Michelle Obama’s visit to Dallas in 2012 during “Schools and Chefs Working Together.” Obama honored Moseley Elementary School for providing healthier food to students.  

Brooks remembers fondly the day she received a call from the former first lady’s secretary: “I told her this was a school district and not to call playing on the phone.” 

Brooks hung up, but Obama’s secretary rang back and assured her it was no prank call. 

“Michelle Obama wanted to come and visit our school, because we were doing great things,” Brooks said. It was a sign. Just the year before, Brooks had been considering an offer at another school but decided against it feeling she might miss out on something. 

“Lo and behold, a year later, Michelle Obama came to our school,” she said. 

This is just one of the many moments that define Brooks’ life. It may seem her work in the kitchen keeps her out of sight, but that is just optics. Teachers and students alike go to her for a quick chat and even to ask for counsel. Her connection to the school has gotten even stronger now that her 3-year-old granddaughter attends Moseley.  

“I love the children, and I’ve gotten to know them so well,” she said. “My teachers are always coming down here.”  

A Louisiana native, Brooks did not see herself working for a school district. She began her career working as a temp and later enrolled in management training.  

“We graduated two years later, and we were sent out to schools,” she said. 

When her brother, a former custodian, encouraged her to apply to Dallas ISD, she listened. As a young mother of three in 1998, she wanted to strike a balance between work and her personal life. The district offered such a balance.  

“I went in for the interview in the morning, and when I got home in the evening, I found out I had gotten the job,” said Brooks, who became a pastry cook, rising early to bake rolls and other desserts from scratch.  

“When I first started, everything was done from scratch. Everything has changed now, but it has changed for the better,” she said. In 2000, she was promoted to cafeteria supervisor. 

“The kids really brighten up my day,” she said. “And I love feeding them because a lot of kids out there don’t get this meal.” 

Brooks is an early riser. She begins her day at 6:30 a.m. to assemble the breakfast bags for students, each bag complete with protein, fruit, and milk. She and her team make their way down the hall to deliver breakfast to classrooms, part of the “Breakfast in the Classroom” program. Once the deliveries are made, Brooks returns to her office to complete paperwork before the lunch rush. 

“It’s something I know like the back of my hand,” she said. “I can do it with my eyes closed.” 

Of course, Brooks spends only a small portion of her day in the office. As a supervisor, she recognizes the importance of working alongside her team – and having fun while doing so. 

“To me, when you’re out there working and you’re working with the employees, it’s fun. We laugh, we talk, we interact with the kids,” she said.  

Brooks’ leadership style is grounded in respect and mutual collaboration. She trusts her team members to get their job done and never asks them to do anything she wouldn’t do, she said. More importantly, she reminds herself that she’s been in their shoes before.  

“You have to remember where you came from, so you don’t get yourself in the position of thinking that you’re superior,” she said. “It’s not about, ‘I’m not going to do this, and you’re going to do that.’ I like to approach things in a respectful manner.” 

Brooks likes to keep her door open to her employees – both literally and figuratively. She believes in open communication and dialogue. 

“When my employees are going through something, I tell them to call me to make sure they’re okay,” she said.  

Brooks has been living in Dallas for over three decades, proudly raising her three children in Dallas ISD. Though she is planning to retire in 2026, the thought of it chokes her up every time she talks about it.  

“I love working at Nancy Moseley, and when I go, I’m going to try not to cry,” she said. “I tell people this is one of the greatest places I have worked, and I wouldn’t have traded it for anything in the world.” 

Nazira Sahial has created a nurturing environment in her kindergarten classroom at Personalized Learning Academy at Highland Meadows where students can feel seen and valued. She understands the importance of honoring diverse ancestries—especially her own, which she celebrates during Asian American and Pacific Islander Heritage Month in May. 

At first Sahial considered pursuing medicine but she discovered her true passion in education while working as a Pre-K aide during her undergraduate studies at Dallas College. 

“I started to reconnect with a childhood memory of tearing out workbook pages and pretending to be a teacher,” Sahial said. “Something about that moment just clicked. It brought me back to what truly lit me up and that’s when I realized I wanted to become a teacher.”

Raised in a multigenerational household in San Diego, Calif., Sahial, who is of Afghan descent, spent her early years surrounded by family, playing school with her cousins, foreshadowing her future.

Sahial left her role as a Pre-K aide to complete her Bachelor of Science in Education through TechTeach Across Texas, a program she finished in one year. After earning her degree, Sahial began her career in Dallas ISD as a student teacher.

Soon after, she landed her first teaching position at Highland Meadows, where she has been a kindergarten teacher for three years.

Her classroom is an inclusive learning environment with hands-on centers, brain breaks and a consistent morning routine to help students feel grounded. As a new teacher during the 2022-2023 school year, Sahial was honored as a Teacher of Promise. 

“It took a village for me to be able to successfully function in my classroom the first year. It’s not an easy experience for first-year teachers, so when I got the teacher of promise recognition so soon, I was overwhelmed,” Sahial said.

That same year, Sahial was faced with a unique situation. One of her students was blind. 

“That experience changed me,” she said. “Taking on the responsibility of being my student’s eyes and daily support instilled confidence in me. It taught me the power of patience and that I can overcome anything.” 

Now in her third year of teaching, Sahial has continued to create an inclusive learning environment for her students. Her approach stems not only from her professional experience but also her personal identity. 

“I’m from San Diego and that’s where I was born. If someone wants to know my background, I usually say I’m Afghan American, which is part of Central Asia,” Sahial said. “My identity of being Afghan American and being educated in public schools has helped me stay resilient. My identity has always felt very complex.”

Sahial’s parents were refugees from Afghanistan in the 1980s. She was raised in a multilingual household, speaking English, Dari and Pashto—a foundation she believes shaped her open mindedness and empathy towards others. 

“I hope to expand my community’s knowledge of what it means to be Asian American. Most people do not think of Central Asian countries when they think of AAPI Heritage Month, but we’re a part of the story too,” she said. 

She attributes her upbringing to her ability to be accepting of others and their cultures.

Sahial’s teaching philosophy is to ensure authenticity and belonging in her classroom. She encourages students to embrace who they are and to treat each other with empathy and understanding.  

“Growing up in the education system, I didn’t see a lot of people who wore a hijab. So, there was not a lot of representation around me,” she said. “Representation still feels rare, but I take pride in who I am and what I represent.”

On May 7, Dallas ISD will celebrate National School Nurse Day, honoring dedicated nurses like Lorraine Michael, who has spent her career supporting the health and well-being of students for 23 years. 

Michael served as a school nurse at Ascher Silberstein Elementary School for 15 years before becoming a districtwide special needs nurse.

During her time at Silberstein, she said the most fulfilling part of her job was watching her patients grow up and having the opportunity to connect with their families. 

Since graduating from nursing school in 1983, Michael said she has had a fulfilling 42-year career rooted in compassion and professionalism. 

“I worked in a hospital. I worked in psychiatry, and I worked for an insurance company. I have done a lot of different things as a nurse,” she said. “But when I started school nursing, I really just fell in love with it.” 

Michael transitioned into school nursing to be present with her family and align with her son’s schedule.

“My advice to any nurse is to look at what your priorities are in life,’ she said. “If your priority is your family, the school setting is a terrific way to do that because you will be off of work when your child is off. You’re going to be able to spend more time with your child than you do when you’re working in a hospital.” 

Currently, Michael supports campus nurses in meeting special education requirements and preparing for admission, review and dismissal (ARD) meetings. She helps ensure nurses are administratively prepared to collaborate with parents and team members in reviewing students’ individualized education plans. 

She works with 47 schools across the district, training new nurses on the special education process, conducting vision and hearing screenings for students with special needs, and attending ARD meetings on behalf of the schools without an assigned nurse.

“Some days I may spend the whole day at my desk, but virtually I have been all over the district attending meetings for multiple schools,” she said.

Michael explains that her current role as a leader of district nurses is vastly different from her previous experience as a school nurse. 

“School nurses independently make decisions and assess the medical needs of students based on their medical knowledge,” she said. During her 14 years at Silberstein, Michael relied on her own medical knowledge to meet the day-to-day needs of the students. 

“So much of what I do now across the district is collaborative,” Michael said. “I am always working with someone else versus just doing things by myself. I go to meetings. I meet with nurses. There is a difference, and I enjoy getting out and interacting with more people.” 

Drawing from her experience in the field and now as a leader, Michael emphasized the importance of both independence and connection. She believes great school nurses have the ability to trust their judgment. Despite the busy schedule of a school nurse, Michael encourages them to step outside of their offices and engage with their campus.  

As the mother of a child with ADHD, her personal and professional lives intersect. She brings a unique perspective to her work while supporting new special education teachers across the district. 

“It takes a special kind of person to be able to see the potential in children that other people might write off,” Michael said. “I’ve really enjoyed meeting the special education teachers in the district now that I interact with them at so many different schools. They bring so much heart to their classroom. It’s amazing and it’s inspiring.”