For the past 21 years, Sarah Baird has dedicated herself to helping students overcome emotional challenges and thrive in the classroom. As a Teacher Consultant for Students with Emotional Impairments at Saginaw ISD, Sarah works with students across K-12, specializing in helping those whose emotional needs often impact their ability to learn. She understands that no two students are alike, and every child learns in their own unique way.
Sarah’s philosophy of “Teaching the Way Our Students Learn” is deeply rooted in the belief that students must first have their social and emotional needs addressed before they can fully engage in academics. “I believe that many students are placed in environments where academic demands are prioritized over their emotional needs,” Sarah explains. “For students to be successful, we need to provide them with the space and support to regulate their emotions and behaviors before expecting them to focus on learning.” This holistic approach is central to Sarah’s work, and she integrates social-emotional learning (SEL) strategies into everything she does.
In her role, Sarah emphasizes the importance of self-regulation tools and creating an environment where students feel safe to express themselves. “Behavior is a form of communication,” she says. “When a student exhibits a challenging behavior, it is often because they lack the skills or tools to cope with the situation they’re facing. My goal is to help students develop those skills so they can manage their emotions and behaviors in a healthier way.”
Sarah’s classroom approach is guided by Maslow’s hierarchy of needs, prioritizing basic needs such as safety, food, and emotional well-being before academics. For instance, she ensures that students who arrive at school hungry are given access to snacks, so they are ready to learn. She also provides calming spaces where students can take breaks and reset when feeling overstimulated or frustrated. “It’s about meeting students where they are,” Sarah says. “Whether it’s through sensory tools, visual timers, or scheduled breaks, I work to create an environment where students feel understood and supported.”
Sarah is currently applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, offered by KFM Making a Difference, to expand her efforts in supporting students’ emotional and academic growth. With this grant, Sarah hopes to provide additional resources such as self-regulation tools, sensory items, visual timers for transitions, and manipulatives to support differentiated learning. “The resources this grant would provide would help me offer more individualized support for the students I work with,” Sarah says. “When students feel safe, regulated, and supported, they are better able to engage in their learning and demonstrate what they know.”
One success story that stands out to Sarah is a student she worked with who had a history of challenging behaviors. This student would often act out in ways that disrupted the classroom, making it difficult for them to stay focused or engage in academic tasks. “This student’s behaviors were a way of communicating that they were overwhelmed and unsure how to cope,” Sarah recalls. “Instead of seeing these behaviors as misbehavior, I helped staff understand that these were signals that the student needed support in developing self-regulation skills.”
Through close observation and collaboration with teachers and staff, Sarah helped develop a personalized support plan for the student. This plan included visual timers to help with transitions, scheduled breaks, and strategies for taking “reset” breaks when the student was feeling overwhelmed. One of the key components was teaching the student how to differentiate between using preferred activities as a break and using them as a way to avoid tasks.
The transformation was remarkable. Over time, the student began to use the strategies they had learned to manage their emotions and behaviors more effectively. They became more engaged in class activities, started participating in group discussions, and even took on leadership roles in group work. “The progress this student made was incredible,” Sarah says. “Not only did their behaviors improve, but their academic engagement and social interactions also flourished. The best moment came when the student was able to successfully manage a stressful situation without needing to act out. They were so proud of themselves, and it was a moment of real growth for both the student and the entire classroom.”
Sarah’s work is a testament to the power of understanding, patience, and individualized support. By focusing on the emotional and social needs of her students, she creates an environment where all students, regardless of their emotional challenges, can succeed academically and personally. With the support of the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, Sarah hopes to continue expanding her resources and approaches, ensuring that every student has the tools they need to thrive.
In Sarah’s classroom, students don’t just learn math, reading, or science—they learn how to manage their emotions, regulate their behavior, and interact with others in positive ways. This approach not only helps them in the classroom but prepares them for success in life beyond school.
