LifeChanger of the Year Nominee Profile

Shawnee Swanson was nominated anonymously.

As a K–3 resource special education teacher, Ms. Swanson has successfully supported multiple students who entered her classroom as non-readers to reach grade-level reading benchmarks through targeted interventions and individualized instruction. She has designed and implemented behavior support plans that reduced severe behavior incidents and helped students remain in the general education setting longer and more successfully.

Ms. Swanson creates a positive classroom environment by building strong, trusting relationships. She takes time to get to know each student—their strengths, needs, triggers, and motivations. She creates a safe, predictable space where students feel valued, respected, and understood. She also develops hands-on, sensory-based activities that make complex concepts accessible and fun for students with learning disabilities and developmental delays.

Many of her students face challenges beyond academics, so she ensures her room is calm, structured, and welcoming, often serving as a place of emotional safety. She teaches and models social-emotional skills daily, celebrates even the most minor victories, and uses positive reinforcement to help students feel successful. She incorporates visuals, sensory tools, flexible seating, and individualized supports to meet diverse needs. Most importantly, she leads with empathy and high expectations, helping students believe in their abilities and see themselves as capable learners. All of her efforts have led to improved attendance, emotional regulation, and academic confidence. 

As a special education resource teacher at a Title I school, many of her students face barriers that extend beyond academics. Basic needs often go unmet; students may come to school hungry, without proper clothing, or access to hygiene products. Ms. Swanson stocks classroom supplies to help bridge those gaps and provide students with dignity, consistency, and opportunity. Additionally, she supplies hygiene items like chapstick, tissues, and wipes, because her students often come in with chapped lips, cuts, or messy faces—things that can be easily fixed with compassion and care. When students know their needs will be met in her room, they are more open to learning and growing.

Outside of her classroom, Ms. Swanson is a support system and resource for new staff, helping to build a more consistent and student-focused team environment. During IEP meetings, she collaborates with families, specialists, and general education teachers to write and implement effective IEPs tailored to each child's unique strengths and challenges. Finally, she establishes positive, consistent communication with families in a Title I setting, helping build trust and collaboration around student progress.