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<h2>In this series, Dr Sarah Aiono shares diary-style snapshots of a teacher’s day, offering a raw and real look at both the rewards and challenges they face.</h2>
<p>By stepping into their shoes, I aim to highlight the incredible impact teachers have on students’ lives and foster a deeper appreciation for their essential, yet often under-recognised, work.</p>
<p><a href="https://www.schoolnews.co.nz/latest-print-issue/" target="_blank" rel="noopener"><b>Read the latest print edition of <em>School News</em> online HERE.</b></a></p>
<h3 class="header-anchor-post"><strong>A Day in the Life of a Special Needs Teacher (Life in a Special School)</strong></h3>
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<p><strong>Early Morning Routine</strong></p>
<p>My internal body clock wakes me up at 5:30 AM, giving me plenty of time to mentally prepare for the day ahead. I start my day with a peaceful 20-minute walk with my dog, a routine that helps ground me before the challenges of the day.</p>
<p><strong>Arrival at Work</strong></p>
<p>I usually arrive at work before 7:30 AM, which gives me ample time to prepare for the day. My mornings are spent printing out the day&#8217;s plans, organizing resources, and setting up activities that are safe and engaging for my students. These activities are carefully chosen to be non-ingestible, non-throwable, and durable. I also make sure to charge all the iPads and secure them along with my laptop, as these too can become projectiles in the hands of my students. Energising morning music fills the room as I prepare for the day, setting a positive tone.</p>
<p><strong>Beginning of the School Day</strong></p>
<p>The students start arriving just before 8:30 AM, and my three Learning Assistants are on hand right on time. Our day typically starts with play-based activities and one-on-one learning, which might include reading or pre-writing exercises. Due to the intense needs of the students, only one adult can lead these activities at a time while the others supervise closely, ensuring the safety and engagement of all.</p>
<p><strong>Challenges and Supervision</strong></p>
<p>Our students have a variety of intense needs, from throwing objects, including furniture, to eating non-food items and exhibiting escape behaviors. Close supervision and creative, adaptive strategies are crucial in managing these behaviors effectively.</p>
<p><strong>Structured Group Activities</strong></p>
<p>We hold a literacy circle time at 9:20 AM. Engagement levels vary; some students participate actively while others may observe from a distance, finding comfort in bean bags or other safe spaces around the room.</p>
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<p><strong>Mealtime Protocols</strong></p>
<p>During morning tea and lunch, students are seated two to a table with an adult supervising each table directly. Another staff member acts as a &#8220;runner,&#8221; managing tasks that allow table supervisors to remain with the students, preventing disruptions like food throwing or wandering.</p>
<p><strong>Outdoor Play and Support</strong></p>
<p>Playtimes require tailored support, with students either in a secure area or receiving one-on-one supervision in the playground. Challenges like sensory overload or dysregulation sometimes mean spending break times indoors or assisting with transitions back to class using various incentives and supports.</p>
<p><strong>Afternoon Activities and Departure</strong></p>
<p>Afternoon sessions include structured activities like art and numeracy, where creativity is encouraged within a closely monitored environment. Post-lunch, I play calming music and dim the lights to help students relax and regroup before heading home. Managing late pickups and preparing for the end of the day are part of my routine, with Seesaw updates to parents and tidying up the classroom being final tasks before I leave, ideally by 4 PM. By that time I am physically and mentally exhausted and need to leave in order to recharge before the next day begins. </p>
<p><strong>Reflections on the Job</strong></p>
<p>This role has come with its physical challenges, including injuries from bites and being struck by objects. The emotional toll is significant, with frequent illnesses this year underscoring the demanding nature of my work. However, the need for intense support for these students cannot be understated, and the fulfillment from seeing their small victories is immeasurable.</p>
<p><strong>Staff and Training</strong></p>
<p>Regular meetings, training sessions, and planning for individual education plans are essential parts of my job, ensuring that we are always at the forefront of educational and therapeutic strategies for our students.</p>
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<p>A special thank you goes to the incredible teachers who generously shared their stories for this series. These are all real accounts from real educators, whose experiences have been thoughtfully adjusted to protect the privacy of both the teachers and their communities. Their openness provides us with a genuine window into the daily realities of teaching, and we are deeply grateful for their willingness to contribute.</p>
<p>By sharing their personal insights, these teachers help us understand both the triumphs and challenges they navigate every day. We hope this series not only informs but also deepens our collective appreciation for the vital role they play in shaping the future of Aotearoa New Zealand.</p>
<h4>This article has been republished with both the author and subject’s permission from Dr Sarah Aiono’s blog “Curiosity Creator.” Read the <a href="https://curiositycreator.substack.com/p/behind-the-classroom-door-a-day-in-d6f?utm_source=publication-search" target="_blank" rel="noopener">original post here</a>.</h4>
<h4>Dr Sarah Aiono is an education advocate and consultant. She is a member of the Aotearoa Educators Collective.</h4>
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