LifeChanger of the Year Nominee Profile

Sarah Crabtree was nominated anonymously.

Creating a positive classroom begins with building strong relationships, setting clear expectations, and fostering a safe, supportive space where every student feels valued. Ms. Crabtree focuses on creating a classroom culture rooted in respect, consistency, and community. From the very first day, she prioritizes getting to know each student as an individual—learning about their interests, strengths, and needs.

She uses morning meetings, team-building activities, and positive reinforcement to build trust and a sense of belonging. She creates clear, consistent routines to help students feel safe and confident. She models and reinforces positive behavior, celebrates growth, and uses restorative practices to guide students through challenges.

By emphasizing kindness, collaboration, and personal responsibility, she creates a learning environment where students are motivated to take risks, support each other, and strive for their personal best. Ultimately, a positive classroom is one where students know they are seen, heard, and cared for, where they feel empowered to grow both academically and socially.

As a fourth-grade teacher in southern Ohio, she serves a classroom full of bright, resilient students, many of whom face significant challenges outside of school. Her community includes a high population of low-income families, and many of her students come from homes where parents are unable to provide school supplies or support academic needs due to financial hardship or limited educational backgrounds. This reality places an even greater responsibility on the classroom to be a safe, consistent, and well-equipped environment. 

Career Accomplishments:

• In her first year of teaching in a high-needs district, she successfully created a positive, structured fourth-grade classroom that supported both academic growth and student engagement.
• Outstanding Teaching Candidate, Ohio University - Recognized by the Patton College of Education for excellence in teaching preparation and overall dedication to the profession.
• President's List Honoree, Ohio University - Earned academic distinction for multiple semesters by maintaining a 4.0 GPA while completing the teacher preparation program.
• Actively engaged in Ongoing Professional Development and completed multiple high-quality trainings, including: Orton-Gillingham LETRS (Language Essentials for Teachers of Reading and Spelling), Project WET & Project WILD Stereotypes of Appalachian Ohio, and Trauma-Informed Care.
• Pursuing a Master's degree in Reading Education.
• Committed to continued professional growth through advanced studies in literacy to support students better and enhance instructional practices.