Classroom Teacher Grant Recipients

The Rainbow Room: A Place Where Everyone Belongs is a culturally responsive K–3 special education classroom project led by Lakisha Atkins, a teacher of three years, in Bronx, New York. This project was designed to support a unique group of eight students and has created an inclusive learning environment that uses hands-on lessons and identity-affirming materials to strengthen academic, social, and emotional skills.

Grant funds were used to purchase multicultural books, visual supports, sensory tools, and multilingual classroom materials. These resources promote self-expression, empathy, confidence, and a strong sense of belonging for students and their families, ensuring the classroom reflects and celebrates the diverse identities of the learners it serves.

Care in Every Package is a student outreach initiative led by Dr. Africa Beaty-Rogers, a teacher with 25 years of experience in Fairbanks, Alaska. Based on decades of experience supporting students with complex needs, Dr. Beaty-Rogers designed this project to reach students facing invisible challenges such as food insecurity, emotional distress, and exhaustion.

Grant funds were used to purchase blank t-shirts, heat-transfer vinyl, and card-making supplies to create personalized care packages for approximately 200 at-risk high school students. Each care package included handmade encouragement cards created by volunteers, along with custom-designed t-shirts featuring positive messages such as “You Belong” and “Stay Strong.” These items were intentionally chosen to provide emotional reassurance, a sense of belonging, and visible encouragement students could carry with them beyond the classroom.

Through Care in Every Package, students received the gift of affirmation, empathy, and hope. This project helped restore dignity, strengthen emotional resilience, and foster a culture of compassion within the school community, reminding students that they are seen, supported, and not alone. 

The Blooming Space: Where Culture, Calm, and Confidence Grow is a project that created a culturally relevant, safe space in a kindergarten classroom led by Dr. Tatum Boothe, a teacher with 21 years of experience from Brooklyn, New York. The space serves as a calm, affirming area where approximately 21 young learners can pause, reflect, and practice self-regulation throughout the school day. Through regular engagement with the space, students build emotional awareness, empathy, and confidence, creating a classroom where every child feels seen, valued, and ready to learn.

Grant funds were used to purchase soft floor cushions for comfortable seating, a child-safe mirror to encourage self-reflection, multicultural children’s books, and calm-down tools such as fidget toys and stress balls. The grant also provided mindfulness activity cards and emotion identification posters that help students recognize, express, and manage their feelings, along with storage baskets that keep materials organized and easily accessible for daily use.

Dr. Boothe shared, “This grant has had a meaningful impact on both my students and me by enhancing our classroom environment and strengthening our approach to social-emotional learning. The Blooming Space has provided students with a calm, culturally affirming area where they can pause, reflect, and regulate their emotions. As a result, students are more confident in identifying and expressing their feelings, and they are better able to re-engage in learning with focus and readiness.”

The Betta Fish STEM Inquiry Project, led by Maria Broshears, a second-year teacher of grades 6–8 in Woodbury, Minnesota, provided an engaging, hands-on STEM experience for approximately 20 students. The project allowed students to explore life science, environmental systems, and responsible animal care through the creation and maintenance of classroom Betta fish ecosystems.

Students designed, set up, and continue to maintain small aquatic habitats while learning about ecosystems, water chemistry, habitat design, and animal behavior. They collect and analyze data, including pH, ammonia, nitrate levels, and water temperature, while developing hypotheses, monitoring environmental changes, and applying the engineering process to optimize tank conditions for healthy fish and plant growth.

The grant funded the setup and sustainability of two Betta fish ecosystems for comparative study throughout the school year, which included three 5-gallon tank kits, water conditioners and testing supplies, thermometers, live plants and aquatic substrate, fish food, and maintenance supplies.

Through this project, students gain meaningful STEM experiences that foster curiosity, responsibility, and critical thinking while connecting classroom learning to real-world environmental systems.

The Classroom STEM Library project created a mobile, hands-on learning center to strengthen foundational STEM literacy for approximately 600 K–5 students in New Jersey. Led by Miette Brown, a STEM educator with over 10 years of experience, this project addressed the need for equitable access to engaging, inquiry-based STEM materials, especially for students with limited hands-on learning opportunities.

Grant funds were used to establish a library cart featuring rotating thematic kits such as Forces & Motion, Simple Machines, Light & Shadow, Coding Robots, and Biomimicry in Design. Each kit includes age-appropriate nonfiction books, reusable manipulatives, challenge cards, and engineering design journals. Rotated by grade level every two weeks through a STEM lab checkout system, the kits help teachers integrate literacy, math, and science through collaborative, hands-on exploration.

By combining literature with tactile learning, the Classroom STEM Library empowers all learners, including English language learners and students with diverse abilities, to better understand STEM concepts while building communication, collaboration, and problem-solving skills.

Reflecting on her project implementation, Miette said, “The grant expanded my ability to design equitable, inquiry-based learning experiences that integrate science, math, engineering, and literacy. The reusable resources allow for consistent, high-quality STEM instruction across grade levels and support long-term instructional planning.” 

From Touch to Understanding was a project led by Dr. Tammi Campbell, a special education teacher with 25 years of experience in K–5 literacy and math intervention. Supporting approximately 25 students in grades 2–5 in Atlanta, Georgia, the project equipped a resource classroom with durable math and reading manipulatives to make abstract concepts concrete and close skill gaps for diverse learners.

Grant funds were used to purchase math tools such as base-ten blocks, fraction tiles, rekenreks, number lines, and geometric tools to strengthen number sense, fractions, measurement, and geometry. Reading materials such as magnetic letters, word-building tiles, phoneme chips, and sentence strips were also purchased to support phonological awareness, decoding, encoding, and sentence writing. By investing in durable, reusable tools, this project promotes equity, reduces language barriers, and continues to ensure consistent access to high-quality instructional support for students with diverse learning needs.

Dr. Campbell shared, “This grant has significantly impacted my teaching, my students, and our school community. The $200 allowed me to purchase high-quality, reusable math and literacy manipulatives that I would not have been able to provide otherwise. My students are more participatory, confident, and persistent with challenging tasks. Some students who were reluctant to read or solve math problems are now willing to try because they can “see” and “touch” the concepts with the manipulatives. I have also shared these materials and strategies with general education teachers, which has amplified the impact beyond my classroom. Overall, the grant helped me create more inclusive, hands-on learning opportunities that support foundational skills and long-term academic growth for our most vulnerable learners.” 

Marvin Carr, a student teacher in Iowa Falls, Iowa, developed this project to enhance students’ understanding of the U.S. government and democratic processes through interactive, game-based learning. It supported over 50 high school students by transforming civics instruction into an engaging, hands-on experience that encouraged critical thinking, collaboration, and active participation.

By integrating educational board games into the classroom curriculum, students explored real-world government functions, elections, and civic responsibilities in a dynamic and accessible way. This approach moved beyond traditional instruction to help students better grasp complex civic concepts while building practical skills such as decision-making, discussion, and teamwork.

Grant funds were used to purchase interactive instructional materials, including The U.S. Constitution Quiz Deck Knowledge Cards, Constitution Quest, and The Contender. These resources allowed students to review key concepts, engage in collaborative gameplay, and apply their understanding of the Constitution, democratic processes, and civic participation in meaningful ways.

Through Foundations of Democracy, students gained a deeper, more memorable understanding of how democratic systems function while developing the skills and confidence needed to become informed, responsible citizens. 

Tools for Intervention was developed by Sara Curran, an educator with 26 years of experience in Aurora, Illinois, to strengthen targeted academic support for approximately 250 K–5 students. The project equipped interventionists and classroom support staff with durable, hands-on tools for reading, writing, and math, moving learning beyond worksheets and workbooks.

Grant funds were used to purchase high-impact materials such as reading phones, timers, and folders to support fluency practice and progress monitoring, magnetic dry-erase boards to strengthen phonics and decoding, pencil grippers to improve handwriting, and wobble cushions for movement-based learners. Mesh pouches were also supplied to help staff easily transport materials between classrooms.

Used daily in flexible small-group settings, these tools target literacy and math skills including fluency, comprehension, number sense, place value, and fractions. By investing in these resources, this project expanded equitable access to high-quality intervention supports and will continually help students build confidence and make meaningful academic progress.

The Health Office Wellness Library is a project created by Dr. Dana Marie DeTrizio, a health educator with 10 years of experience, to create a safe, nurturing, and educational space for Pre-K through 4^th-grade students at an elementary school in New Jersey. Estimated to impact approximately 350 students, this project transformed the school health office into an environment that continues to support both physical care and social–emotional learning.

Grant funds were used to purchase a curated collection of high-quality children’s books focused on mindfulness, emotional regulation, self-esteem, and human biology. These developmentally appropriate resources help students build self-awareness, practice coping strategies, and develop resilience while also encouraging curiosity about the human body and healthy habits. By connecting emotional well-being with physical health, the library supports a whole-child approach to student care. Funds were also used to purchase display and storage materials to keep the book collection organized and easily accessible.

Dr. DeTrizio shared, “This grant has had a meaningful and immediate impact on students and the broader school community. The Health Office Wellness Library provides students with accessible, age-appropriate resources to help them understand their bodies, emotions, and coping strategies in a supportive, non-clinical way. Students frequently engage with the books during health office visits, classroom lessons, and small-group conversations, which has helped normalize discussions around emotions, stress, and self-care.”  

From 2D to 3D: Sculpting Creativity with the 3Doodler is a visual arts project led by Natalie Duperme, an elementary art educator of 19 years in Fort Knox, Kentucky. This project supports approximately 300 fifth grade students and introduces them to the process of transforming two-dimensional drawings into functional three-dimensional forms.

Grant funds were used to purchase a 3Doodler classroom kit, filament refills, and storage materials to support collaborative STEM lessons. Working in small groups, students use 3D pens to design and construct custom bubble wands, applying principles from art, geometry, engineering, and the science of bubbles. Throughout the process, students plan, build, and test their designs, strengthening spatial awareness, fine motor skills, and problem-solving abilities.

Natalie shared, “This grant transformed how my students and I experience learning by merging creativity, technology, and problem-solving. The funding gave students access to new 3Doodler tools that allowed them to turn their 2D bubble wand sketches into functional 3D creations during STEM Week. For many, this was their first time using design technology, and the excitement was contagious. Students worked collaboratively, tested their designs, and learned to revise when ideas did not work. They began to see art as more than drawing; it became engineering, innovation, and imagination combined.”  

Inclusive Playground Equipment for ECSE 3- & 4-Year-Olds was a playground enhancement project led by Shearline Flythe, an educator with over 10 years of experience, at an elementary school in Hampton, Virginia. Designed to support more than 25 Pre-K students in the Early Childhood Special Education (ECSE) program, the project created a safer, more engaging, and developmentally appropriate outdoor play environment that supports physical, cognitive, social, and emotional growth.

Grant funds were used to purchase a set of balance beams as a foundational addition to the playground. This age-appropriate equipment provides students with structured opportunities to practice balance, coordination, and gross motor control in a safe and supportive setting. For many ECSE students, outdoor play is a primary method of learning, and the balance beams have helped transform the playground into a space where students build strength, confidence, and independence.

Through daily use, the equipment supports early learning standards by encouraging movement, cooperative play, sensory exploration, and problem-solving. Students strengthen motor skills, develop social interactions with peers, and gain confidence as they navigate new physical challenges.

Hands-On Math Lab: Manipulatives for Mastery was implemented by Cynthia Gable, a 6th-grade teacher in Milford, Virginia, to support 10 students in her self-contained math class, many with IEP goals focused on number sense, integers, and foundational algebra and geometry skills.

Grant funds were used to create a classroom math lab equipped with integer chips, algebra tiles, fraction tiles, geoboards, coordinate-plane dry-erase boards, and organizational supplies. These tools reduce cognitive load and support tactile and visual learning, helping students move from concrete and representational stages to symbolic problem-solving with greater accuracy and confidence. By investing in these materials, this project ensures equitable participation and strengthens conceptual understanding, supports IEP progress, and promotes long-term mathematical success for all students.

Cynthia shared, “This grant changed the vibe of my classroom. In my 6th grade self-contained class, the new manipulatives turned ‘I don’t get it’ into ‘Let me show you.’ Integer chips, algebra tiles, geoboards, and coordinate-plane whiteboards gave students a concrete way to see operations, equations, and graphs before we shifted to paper or digital work. I watched confidence grow. Students start quicker, stay on task longer, and finish more problems accurately.” 

What Makes a Flower a Flower was implemented by Christina Griffis, a high school teacher of nearly 10 years in Palatka, Florida. This project impacted approximately 200 students in grades 9–12 and expanded laboratory learning opportunities by introducing structured flower dissection into biology curriculum.

Students engaged in an in-depth exploration of how plant structures support growth, reproduction, and survival. Through the dissection of carnations, students identified and examined reproductive components such as the stamen, pistil, ovary, and pollen-producing structures. This direct interaction strengthened their understanding of plant cells, tissues, organs, and organ systems while reinforcing the relationship between structure and function.

Grant funds were used to purchase dissection equipment, gloves, and hand soap to ensure a safe and sanitary laboratory experience. With proper tools now available, students are introduced to proper dissection techniques, laboratory safety protocols, and the prevention of cross-contamination. For many students, this experience represents their first exposure to formal investigative lab procedures. By equipping the classroom with these laboratory materials, this project provides meaningful, experiential learning opportunities for students, strengthening scientific literacy, engagement, and long-term academic success in life sciences.

Hadley Houston, a student teacher in North Carolina, implemented the Learning to Read is Fun literacy project to strengthen foundational reading skills for 20 first grade students. As her school introduced the Heggerty Phonemic Awareness Curriculum, she expanded instruction by creating literacy centers to reinforce daily phonemic awareness lessons.

Aligned with the Science of Reading and North Carolina standards, the project supports sound production, phoneme manipulation, and systematic phonics development. Because many students at this current age experienced limited early literacy exposure during the COVID-19 pandemic, these literacy centers provide structured opportunities to practice skills through visual, auditory, and kinesthetic learning.

Grant funds were used to purchase a comprehensive set of task cards to create 15 different centers to address various skills including short vowels, digraphs and blends, VCe words, r-controlled vowels, vowel teams, diphthongs, silent letters, and longer word patterns. The cards were printed and laminated, and then individual whiteboards, markers, and erasers were also purchased to support formative assessment and student engagement. These reusable materials are used daily and strengthen phonemic awareness, decoding skills, and reading confidence for current and future first-grade students. 

Flat Stanley Across the US: Exploring America was a project implemented by Staci Hudson, a seventh-grade teacher in Alabama with four years of experience, to support approximately 50 students. This project brings geography to life by connecting classroom learning to students’ real-world family and community ties across the United States.

Students create a Flat Stanley and write letters to family members or friends in other states, asking them to take Stanley on local outings, share photographs, and provide facts about their state’s landmarks, physical features, climate, culture, and unique characteristics. When responses arrive, students track Stanley’s journey with pushpins on a US map in the classroom, record reflections in travel logs, and present their findings.

Grant funds were used to purchase two US maps, pushpins, envelopes, stamps, printing supplies, and laminating materials. The project strengthens mapping skills, regional knowledge, reading and writing development, and cultural awareness while fostering meaningful engagement with US geography. 

The Voice of a Child: Books as a Means of Self-Expression was a project designed by Yauheniya Kakhno, owner and director of ConceptART Creative School in Batumi, Georgia. With 15 years of experience in education, she leads an art school serving 80 students in grades 2–6. As a practicing educator and researcher, she aims to contribute to the global educational community and is actively working on preparing documentation for a United States O-1 Visa to expand her creative and scholarly practices into the American education system.

This project empowers children to write, illustrate, and digitally publish their own original books. Blending creativity, emotional intelligence, and digital literacy, students develop characters and storylines while learning storytelling structure, design principles, and introductory publishing skills. By transforming personal experiences and emotions into narratives, students can build self-awareness, empathy, resilience, vocabulary, and confidence.

Grant funds were used for professional printing of student books, multilingual translations, and a public exhibition at ConceptART to display the students’ work. By turning digital projects into tangible published works, this project provides meaningful recognition and a powerful platform for children’s voices locally and globally. 

Tabitha Njeri Kamau, a Lead Intervention Math Teacher of four years in Washington, DC, implemented the Student Intervention Math Manipulatives project to support approximately 230 students in grades 3–5 receiving targeted, IEP-aligned math intervention.

Grant funds were used to purchase developmentally appropriate math manipulatives aligned with the Concrete Representational Abstract (CRA) instructional model and the principles of Universal Design for Learning. These hands-on materials were selected to strengthen number sense, fractions, and multi-step problem solving, which are key areas where students require targeted support. The manipulatives help students model operations, visualize number relationships, decompose quantities, and represent problem-solving strategies in both intervention and general education settings. They are also shared across grade levels to promote equitable participation and consistency in learning experiences, creating lasting impact for current and future learners.

Lonna Kennedy, a special education teacher in her sixth year of teaching in Fulton, Tennessee, implemented this project to support eight K–5 students with severe to profound disabilities in a self-contained classroom. Several students are non-verbal, making access to consistent communication tools essential for participation in classroom learning and peer interactions.

Grant funds were used to purchase speech and language development resources that strengthen both verbal and nonverbal communication. Materials included Kidzdo ABCs Talking Flash Cards and QuTZ Phonics Learning tools, which provide audio pronunciation for vocabulary and phonics sounds, helping students hear and practice correct word production while building foundational literacy skills.

Additional resources included Story Cues Skilled Sequencing Cards and Story Cues Set 2, which support comprehension and critical thinking by helping students sequence events and retell stories. American Sign Language flash cards were also purchased to help teach basic signs so students and their peers can communicate simple words and phrases.

Reflecting on the impact of her work, Lonna shared, “I teach the students in the most restrictive setting in a public school. These children have so many various needs. Unfortunately, many teachers are leaving the field of special education. I feel that this is my ministry not just for the students, but also for their families. I'm excited whenever I have the opportunity to learn more about how to teach and provide resources for my students.”  

LaTarsha Kent, a kindergarten teacher with more than 20 years of experience in Albany, Georgia, implemented the Building Early Literacy and Math Foundations Through Hands-On Learning project to support 20 students in her classroom. The initiative strengthened early literacy and math foundations by introducing hands-on learning materials that help young learners explore reading, writing, and number concepts through active engagement.

Grant funds were used to purchase literacy and math manipulatives, including alphabet letter tiles, magnetic letters, high-frequency word matching games, and phonemic awareness cards to support early reading and word recognition. Math materials such as counting cubes, ten frames, number matching games, and shape sorters were also added to help students build number sense, counting skills, and problem-solving abilities.

These tools are used during literacy and math centers as well as small-group instruction, allowing students to interact with materials they can touch, move, and explore. For students who may not have access to learning resources at home, the manipulatives provide equitable opportunities to practice essential skills through play-based learning.  

Ryan Kimbel, an elementary teacher with six years of experience in Liberty Hill, Texas, implemented 2^nd -Grade Math Manipulatives to support 19 second grade students through hands-on math instruction. The project has strengthened students’ number sense, place value, operations, fractions, geometry, and problem-solving skills in alignment with Texas Essential Knowledge and Skills (TEKS) standards.

Grant funds were used to purchase essential math manipulatives, including base-ten blocks, place value charts, counters, ten frames, pattern blocks, fraction tiles, geometric shapes, and measurement tools. These resources have enabled students to build, group, and explore mathematical concepts, helping them visualize relationships and apply strategies with greater accuracy. The materials are used during whole-class lessons, small groups, and in math centers, ensuring that all students can actively engage. Students collaborate, explain their thinking, and grow into confident, capable mathematicians.

Ryan shared, “By funding this project, you helped to create a classroom where every child can actively engage with math and feel confident saying, ‘I understand this!’ rather than ‘I can’t do math.’ These resources support joy in learning, and your generosity will have a lasting impact, turning math from a subject to be feared into a lifelong skill to be celebrated.”

Cecilia Mercado, a second-grade teacher with 10 years of experience in Phoenix, Arizona, implemented the Student Voice Mural Project to engage 22 students in a collaborative art experience that brings her school’s core values—Respect, Responsibility, and Kindness—to life while celebrating the classroom’s cultural and linguistic diversity.

Students co-designed and created a mural that reflects their identities, ideas, and shared values, strengthening classroom community and supporting social-emotional learning. The project also provided multilingual learners with meaningful, hands-on opportunities for expression, reducing language barriers through visual storytelling and collaboration.

Grant funds were used to purchase acrylic paints, paintbrushes, canvas panels, and planning materials such as sketch paper, markers, and pencils. Additional supplies including drop cloths and aprons were purchased to keep the workspace clean and safe, and snacks and certificates were used for a mural unveiling celebration that recognized students’ contributions.

The mural is now displayed as a permanent feature, continually reinforcing positive behavior expectations, and it serves as a daily reminder of student voice, collaboration, and community pride.

Maria Cleofe Palma, a high school math teacher of 25 years in Alamogordo, New Mexico, implemented Play, Plan, Prosper: Learning Finances Through Games to support her 12^th-grade special education resource students as they prepare for independent living. The project was designed for learners who benefit from hands-on, visual, and interactive instruction, helping them build essential skills in money management, communication, and problem solving.

Grant funds were used to purchase board games, play money kits, mini whiteboards, and markers. Students engaged in real world financial scenarios through The Game of Life, Payday, and Act Your Wage board games, practicing budgeting, saving, paying bills, and managing unexpected expenses. A “Finance Lab Corner” was created to facilitate small-group learning, where students took on roles like a budget manager or investor to strengthen collaboration and critical thinking. Students also connected gameplay to real-life decisions, including distinguishing needs from wants and making responsible spending choices. Over time, this project will continue to build students’ confidence and independence, equipping them with practical financial skills for life beyond high school.

Reflecting on the impact of her project, Maria shared, “This grant has had a meaningful impact on both my students and my teaching practice. Many students who typically struggle with traditional instruction showed increased participation, collaboration, and confidence during gameplay. The grant also strengthened our classroom community by encouraging teamwork, communication, and problem solving. Students learned not only financial skills, but also patience, decision making, and accountability—skills that extend beyond the classroom.”  

Amanda Presley, an 8^th-grade resource teacher of six years in Louisiana, implemented Building Confidence through Literacy Stations to support 17 students reading below grade level. The project was designed to strengthen fluency, comprehension, vocabulary, and writing skills through structured, small-group literacy stations.

Grant funds were used to purchase decodable and high-interest text sets, comprehension and vocabulary task cards, fluency timers, dry erase boards, and interactive literacy games. These materials allow students to work at their individual reading levels while engaging in hands-on, differentiated activities that make learning more accessible and meaningful. These resources are used in rotating literacy stations throughout the year, supporting consistent skill development and progress toward IEP reading goals.

By incorporating engaging, level-appropriate materials, the project has increased student confidence and motivation. Students take greater ownership of their learning and develop a sense of pride in their progress. These resources will continue to support ongoing literacy growth, creating lasting impact for current and future learners.  

Mindy Rose, a dedicated educator of 15 years in Louisiana, led the DECA Discover project, providing approximately 200 high school students with access to the DECA Discover Conference and a meaningful community service experience. Hosted by University View Academy (UVA), this annual conference serves as a statewide gathering where students engage in interactive workshops and leadership trainings so they can build confidence, strengthen communication skills, and prepare for DECA competitions. Students rotate through workshop sessions focused on networking, entrepreneurship, marketing, and competition strategies, while also connecting with peers, advisors, and industry professionals. These experiences help students develop essential skills in leadership, teamwork, financial literacy, and career readiness, while gaining a clearer understanding of future college and career pathways. A key component of the conference is also its emphasis on service. This year, students participated in a hands-on project supporting The Crayon Initiative, which is a nonprofit organization that recycles crayons to be donated to children’s hospitals.

Grant funds were used to support both the student experience and project activities. This included supplies for the service project such as collection boxes and packing supplies, student materials such as name badges and programs, and resources for workshops like flip charts, markers, and role-play materials. Funds also supported light refreshments to create a welcoming environment and small recognition items, including DECA-branded awards and certificates, to celebrate student participation and achievements.

Mindy shared, “This grant has had a powerful impact. It has allowed me to expand learning opportunities in our CTE and DECA programs, giving students access to high-quality resources and experiences that would not have been possible otherwise. The grant has also enabled us to bring more students into DECA, especially those who may not have had the financial means to participate, ensuring equitable access to career development opportunities. Overall, this grant has enhanced the quality of instruction, expanded student leadership, and created lasting opportunities that will continue to impact our students’ futures.”  

Yomaira Santiago, a special education teacher of eight years in Delaware, implemented Enriching My Special Education Students' Learning to support 12 students in grades 6–8. The project expanded access to social-emotional learning (SEL) and sensory support, helping students build essential skills in emotional regulation, focus, and social interaction.

Grant funds were used to purchase SEL manipulatives and sensory tools, including weighted lap pads, stress balls, fidget toys, emotion cards, and calming kits. These materials provide students with strategies to manage emotions, reduce sensory overload, and improve attention during instruction.

As a result of integrating these tools into daily lessons and SEL activities, students have demonstrated increased self-awareness and greater confidence in managing their emotions. The materials continue to support a calmer, more inclusive classroom environment, empowering students to engage more fully in their learning and build skills that extend beyond the classroom.

Yomaira shared, “I love educating and helping my students discover strategies that best support their learning. I understand that each student has their own pace, and I truly believe that the learning journey itself is just as important as the destination.”  

Stephanie Studwell, a preschool teacher of five years in New Jersey, implemented this project to enhance her self-contained classroom by introducing flexible seating options that support the diverse sensory and developmental needs of students ages 3–5.

Grant funds were used to purchase a variety of flexible seating options, including wobble stools, wiggle cushions, and chair bands. The seating options are used throughout the day during lessons and small group activities, and it allows students to incorporate movement while seated, helping them meet sensory needs and maintain focus during structured activities.

Stephanie shared, “Implementing flexible seating in my classroom using this teacher grant from KDP has had a meaningful impact on both my teaching practices and my students’ learning experiences. Flexible seating encouraged me to think more intentionally about student engagement, sensory needs, and classroom environment. It pushed me to move away from a traditional, teacher-centered setup and toward a more student-centered approach where choice and autonomy are valued. I became more observant of how different seating options influenced student behavior, attention, and regulation, which strengthened my ability to individualize support. My students now have increased comfort, engagement, and self-regulation. Offering different seating choices empowers them and promotes independence and improvements in participation and on-task behavior, especially for students with sensory processing needs or difficulties with sustained attention.”  

Heather Tomlinson, a teacher of seven years in Waycross, Georgia, implemented the Vestibular Support Addition Project to enhance an inclusive pre-kindergarten classroom serving children ages 4–5, including those with autism spectrum disorder. The project was intended to strengthen an existing calm down center to better support sensory needs.

Grant funds were used to purchase a 5x5 crash mat designed to safely absorb impact and provide vestibular input. This allows students to engage in movement-based regulation strategies, such as jumping and safe landing, within a structured and supportive environment. The crash mat complements existing sensory tools, visual supports, and soft furnishings to create a comprehensive calming space.

Since adding the crash mat to the calm down center, students have demonstrated improved self-regulation, increased engagement, and safer ways to meet sensory needs. The space provides a supportive environment where all learners can regulate emotions, build motor skills, and participate more fully in the classroom.  

Tonya White, a special education teacher in Chadbourn, North Carolina, implemented Hands-On Learning for Nonverbal Learners to support ten K–5 students with significant communication and cognitive challenges, most of whom are nonverbal.

Grant funds were used to purchase a range of adaptive and sensory-based materials, including tactile counting manipulatives, textured shapes, interactive learning boards, fidget items, and picture symbol cards. These tools give students hands-on ways to engage with math, literacy, and science concepts, making learning more accessible beyond verbal instruction alone. The materials also support individualized instruction by helping students strengthen communication, improve fine motor abilities, manage emotions, and maintain focus, creating a more productive learning environment.

As a result of implementing these materials throughout daily instruction, students have demonstrated increased participation, growing independence, greater confidence, and they’re provided with equitable, developmentally appropriate learning opportunities.