After four years of teaching, Stephanie Hosansky felt prepared to tackle any challenges the new school year might bring. She had instilled harmony in difficult classroom environments, counseled concerned parents about their children's performance, and worked many late evenings creating lesson plans that would challenge and inspire her students.
As she entered her fifth year in education, she was confident and excited – especially since she would begin the year at a different school with a new group of eager, young students. However, after a few weeks at Hardy Williams Elementary in Southwest Philadelphia, for the first time in her career, Hosansky began to doubt her ability as a teacher.
Her students came from varied backgrounds, many from communities affected by violence and poverty. She quickly realized that these external factors, which were circumstances beyond her and her students' control, often impacted their ability to succeed in the classroom. Students had a hard time maintaining focus on their assignments, there were several incidents of bullying, and Hosansky sensed her new students were skeptical that she would stick around.