LifeChanger of the Year Nominee Profile

Tomi Starcher was nominated anonymously.

Ms. Starcher creates a profoundly positive and affirming classroom environment by centering her practice on one foundational question: What made me feel safe in school? This simple reflection shapes how she shows up for her students each day, especially in her middle school special education setting, where emotional safety is just as important as academic instruction. Her mornings begin with intentional greetings tailored to each student's comfort level, whether it's a warm hug, a cheerful "Good morning," or a quiet check-in. These small, personal gestures set a tone of love and acceptance.

Ms. Starcher understands that her students are not only navigating adolescence, but also managing the added challenges of learning differences. Because of this, her classroom is built around the values of safety, dignity, and trust.

Ms. Starcher believes in meeting students where they are, treating each one with the same respect she would offer a colleague. She never lets her students feel "less than." Instead, she honors every form of communication, verbal, written, signed, or behavior-based, and encourages self-expression in whatever way students can share. Their voices matter, and their presence is never taken for granted.

Relationship-building is central to her teaching. She invites students into decision-making processes when appropriate, fostering mutual respect and a sense of shared ownership in the classroom. Her students know they are seen, heard, and valued, not because of their challenges, but because of who they are. This mutual trust is crucial in middle school, a time when many students crave respect and connection but don't always receive it.

A beloved daily ritual in her classroom is her heartfelt dismissal: "Make good choices, don't do anything I wouldn't do, I love you so so much! You have to say it back and not leave me without saying it!" More than just a playful goodbye, this routine reinforces affection, accountability, and the sense of belonging she works tirelessly to build. Strict rules or rigid systems do not define her classroom; instead, it is defined by relationships, love, and consistency. By grounding her approach in empathy and reflection, and by refusing to treat her students as anything less than extraordinary, she creates a space where all learners feel safe, respected, and deeply loved. In that space, real academic and personal growth can thrive.