LifeChanger of the Year Nominee Profile

Laurel Wireman was nominated anonymously.

In Ms. Wireman's multi-age ED classroom, creating a calm, safe, and supportive environment is a top priority. She understands that students with emotional and behavioral needs thrive in spaces where they feel secure, respected, and valued. To establish and maintain a calming classroom, she focuses on strategies that promote predictability and structure by establishing clear routines and classroom expectations. This consistency helps her students feel secure and less anxious because they practice and learn from day one how to approach barriers they may face.

She begins each day with a predictable routine, using visual schedules and verbal prompts to guide transitions, watching for physical and verbal cues that tell her that her students need support. She uses clear expectations and structured procedures to reduce anxiety and support self-regulation for her students, therefore helping them to put more effort towards academics. Her classroom is a sensory-friendly environment; she and her team designed their classroom space with individual students ' sensory needs in mind.

On any given day, Ms. Wireman uses soft lighting and alternative lighting, minimal clutter, noise-cancelling headphones, and a separate calm-down area that is armed with gross and fine motor resources, fidgets, weighted items, and student choice for what their needs are during escalation. Each of her students has access to a variety of tools that help them feel grounded and in control, providing autonomy and allowing them to learn problem-solving skills effectively.

Additionally, she builds daily SEL instruction into the schedule. She and her students practice essential life skills such as self-awareness, emotional regulation, problem-solving, and empathy.

Lastly, her district uses positive reinforcement strategies and includes relationship-building into their school day. Strong relationships between peers and trusting relationships with staff are foundational. She and her team invest time in getting to know each student's interests, strengths, and triggers. They use positive reinforcement, choice-based rewards, and celebrating small successes to help build trust and confidence. They provide students with choices throughout their academic day, whether in seating, activities, or how they demonstrate learning, to give them a sense of control and autonomy. This reduces power struggles, builds mutual respect, and allows the students and staff to work as a team, making the days more successful and positive.

For Ms. Wireman, the joy of watching the successes of ED and behavioral students is second to none. This clientele is her passion, and there is nothing that brings her more happiness than to see a student who came to her classroom thinking they can't work through their anxieties and struggles leave her class feeling like they are truly loved, accepted, and wanted!

Previously, she worked for four years at an alternative school, helping students who came to her class succeed. These students, unable to attend their home district, grew and excelled in her class, returning to their home district, advancing to a career technical school, or graduating and becoming productive and fulfilled adults. That is why she does what she does!