Three years ago, I took on a new role to establish North Carolina’s first statewide Teach for America. Along the way, I’ve shared that journey with EdNC’s audience.
Three years in, our local impact is felt daily — with leaders in more than 60 counties and partnerships across the state. As we officially enter a new school year, I am more excited than ever to bring a diverse group of voices together to discuss change management and strategic leadership.
In this column we will hone in on impact, and you will hear from Brittany Wells, a Teach For America North Carolina alumna, who first entered the classroom in 2012 at Mariam Boyd Elementary in Warrenton before expanding her impact years later as a social worker at Jamestown Middle School in Greensboro. Wells sat down with us to share the importance of serving the “whole child” and why she believes Teach For America North Carolina is essential to educational success.
TFA: Tell us about yourself.
Wells: I grew up in rural Washington State with my dad and two sisters. My dad worked very hard to ensure that we could identify and understand the roles of injustice, and he sparked my social work heart.
I earned my undergraduate degree in social work from the University of Washington-Seattle, and during that time had an internship in a foster care setting where education data was bleak. I knew then that I wanted to prioritize integrating education and social work.
That is what made Teach For America my natural next step. In 2012, TFA brought me to Mariam Boyd Elementary. After fulfilling my two-year teaching commitment and realizing that I wanted to continue my impact via the role of a social worker, I relocated from Eastern NC and entered grad school while consulting for a nonprofit organization. I entered the pool for social workers in 2017 and was placed at Jamestown Middle and Jamestown Elementary, where I served part-time at both schools. Two years later, I was offered a full-time position at Jamestown Middle, a school I had grown to love so much. And I’ve been there ever since.
At the heart of TFA is the belief that every child can succeed and have a positive and productive life given the proper tools and support. The spirit of TFA’s mission is completely fulfilled in social work; it’s a group of people who are wholeheartedly dedicated to positive student outcomes. Teach For America is not just about putting great teachers in classrooms, it’s about inspiring an entire network of people ready to move mountains for kids through education and academic excellence.
TFA: How do you approach building trust with students who may be hesitant to open up and trust someone?
Brittany: All theories of trust are rooted in connection. We grow because we are loved. We must intentionally build connections with the whole child and their family. For students hesitant to open up, we must show up, time after time, every single time. The biggest way to build trust is a student’s perception of you. Instill in kids that you love them and think highly of them. Using only positive language goes far in ensuring students know they are loved, safe, and that there are trusted adults around to support them. It may feel like they are not listening, but if they don’t “hear it,” they feel it.
TFA: What resources or strategies do you find most effective in helping students cope with trauma or adverse experiences?
Brittany: First, we must invest time in teaching kids about trauma and the effects of trauma. I think we have to help them take ownership of their story and how their experiences are shaping them. We should remind them that their story is still being written and teach them how to take control of that narrative. It’s not about telling students, “You have experienced trauma.” It’s about telling them, “This is your story, and I can’t wait to watch you continue to write it. Let’s make sure that your story has the best ending it possibly can.”
Resources rooted in robust SEL (social and emotional learning) programming that aligns with the culture established at school sites are extremely effective. Tiered interventions should be robust. Counselors can lead grouped skill-building. With parent permission, therapists can come in to provide additional therapy for students who may need more individualized attention.
Here at Jamestown Middle, we have a unique partnership with NC A&T University where nine students come to our school and act as mentors to our most vulnerable students for the entire year. I encourage educators to use restorative circles often to ensure students connect and reconnect with one another throughout the year. Knowing you’re part of a community makes it easier to mitigate challenges and take ownership of your next steps. It’s a proactive way of supporting them even before an issue may arise.
TFA: In what ways do you collaborate with teachers, administrators, and other school staff to support students’ holistic development?
Brittany: Schools share data points about test scores, academic engagement, and reading levels, but what about attendance data? Behavior data? We need more comprehensive and holistic data of who students are and what they’re going through in order to achieve the academic excellence we’re expecting of them.
Every week at my school, we have a student services meetings where we review all case management data including behavior and attendance, and all notes about the meeting go out to teachers. We prioritize them as key players in a holistic approach since they spend the most time with our students.
Teachers also need concrete channels to report back to us about what’s going on with students. With only data points, it’s difficult for support staff to know the whole picture. What’s going on at home? What other factors are at play and what can we do to support them? Communication has to be a two-way street.
TFA: How can schools promote a culture of constructive conflict resolution?
Brittany: Always prioritize relationships with teachers to ensure the teacher and the child are meeting in the middle — that’s where the magic happens. Even as a social worker, if a teacher says, “This kid needs a backpack,” I’m going to give it to the teacher to give to the student. We don’t want students to have issues trusting their teachers. When conflicts happen, is this a skill-set or discipline issue? Is there an SEL skill to help them better handle this conflict in the future?
Many schools have non-negotiable consequences. Those can be helpful in some cases, but it’s more about how we constantly monitor effectiveness.
Are those consequences paired with support so they don’t repeat the behavior? Asking school leaders, “Where is our wiggle room?” is key. If we have an automatic three-day suspension for fighting, do I have discretion to say three days of in-school suspension? Or, one or two days of both to meet in the middle?
How are we disciplining with dignity so students feel supported, loved, and still feel part of the school community? Students have to be included in order to feel loved, and they have to feel loved in order to grow.
TFA: How do you prioritize self-care and avoid burnout in such emotionally demanding work?
Brittany: I can offer a resource that transformed how I viewed my work: “Forward-Facing for Educators: A Journey to Professional Resilience and Compassion Restoration,” by Cheryl Fuller. It’s all about resiliency, restoration, and having sustainable practices for achieving well-being for self and in support of others. Setting reasonable expectations is very important. I also highly recommend the “Be Good People” curriculum by Life Skills. They offer free, tiered interventions for all grade levels. Sometimes, I’m great and on top of my game. Sometimes, I’m not. So I have a plan for when I’m not — to find joy in every day. I find joy in kids. They’re the reason we’re in the game. What can you do to find joy? Not every day will be a great day or the best day. And that’s ok.
My final thought is a message for our parents. I encourage parents to be part of the school community. Know that the school owes you, too. You are welcomed. You have a support system here. Have conversations with your kids about their school and work to understand how their daily experiences are so importantly shaping them. You’re doing a great job because you love your child, and it’s an honor to walk with them through their journey. The world is made for all of us.
