LifeChanger of the Year Nominee Profile

Rachel Hatton was nominated anonymously.

Creating a positive classroom environment begins with building trusting relationships and ensuring every student feels safe, valued, and capable of success. In Ms. Hatton's transitional 5th- and 6th-grade multi-disability classroom, she focuses on meeting students where they are academically, socially, and behaviorally while helping them prepare for middle school.

The physical environment plays a significant role in creating calm and security. Ms. Hatton intentionally keeps the classroom lighting soft by using lamps or dimmed lighting when appropriate, plays calming background music during work times, and provides flexible seating options so students can choose spaces that best support their learning and sensory needs. She also believes in giving students ownership of their classroom. They help care for the space, make choices throughout the day, and develop routines that encourage responsibility and independence.

Ms. Hatton establishes predictable routines, visual schedules, and clear expectations so students know what to expect throughout the day. Consistency helps reduce anxiety, especially for students with autism and significant support needs. She celebrates all progress, no matter how small, and uses positive reinforcement to encourage appropriate behaviors and build confidence. She differentiates communication to meet each student's needs, including verbal communication, AAC devices, visual supports, gestures, and, when appropriate, sign language.

Ms. Hatton creates opportunities for students to experience success through differentiated instruction and hands-on learning activities that match their individual abilities. Her classroom culture emphasizes kindness, patience, respect, and inclusion. She encourages students to support one another, celebrate differences, and recognize that everyone learns differently. By fostering meaningful relationships, maintaining a calm, welcoming atmosphere, offering meaningful choices, and holding high expectations with appropriate supports, Ms. Hatton helps students feel safe enough to take risks, learn new skills, and develop greater independence as they transition to middle school.