Transcript

Hey teacher fam, Antoine here, and welcome back to the Teacher Support Network Podcast.

Now, let’s be real—at the start of the school year, we all pull out the icebreakers: name games, “find a friend who,” two truths and a lie. And listen, those things are fun and they have their place.

But here’s the thing: relationship building doesn’t stop after the first week of school. Whether you’re kicking off in August, September, or right in the middle of March, we’re always building relationships. And for our students with disabilities, those connections aren’t optional—they’re the foundation that makes everything else possible.

In this episode, we’re talking about how to go beyond icebreakers—not just in the first week of school, but all year long.

Here’s the truth: trust and safety are the foundation of learning. If a student doesn’t feel safe, known, or cared for, the academics won’t land. And for students with disabilities, that’s even more true. Many have experienced frustration, exclusion, or being underestimated. They walk into our classrooms with those experiences in the background. Building strong relationships says: “This year is different. I see you. I’m here for you.”

Real connection goes beyond knowing someone’s favorite color or what pet they have. It’s about understanding their triggers. Knowing what motivates them. Listening to their story—beyond the IEP paperwork. And those little insights? They become your guidebook for supporting them day to day.

So let me give you a few practical ways to start building deeper connections with students, especially those with disabilities:

• Greet them by name—and say it right. My name is Antoine—A-N-T-O-I-N-E. Growing up, people would often say “Antwan” instead. I had this choice every time: do I correct them, do I let it slide, do I remind them again? Sometimes I corrected people and they still forgot. Sometimes I just stopped correcting because it felt exhausting.
  
  But I’ll never forget when someone said my name correctly. It made me feel seen. It made me feel like they cared enough to slow down, to pay attention, to get it right. Our students feel that too. Saying their name correctly isn’t just about respect. It’s about identity. It’s about belonging.
  
  If a name feels tricky, write it phonetically on your roster. Practice it. Ask the student to help you. Keep practicing until you’ve got it. When you greet a student by name—and say it right—you’re communicating: “You matter. You belong here. I see you.”

• Schedule intentional check-ins. Whether it’s a morning meeting, a two-minute desk chat, or a quick greeting at the door, make space to hear their voice.

• Leverage their interests in learning. Last year, as a University Supervisor, I observed a student teacher working on her master’s degree in special education. During her math lesson, she had a student who often struggled with behavior and focus—but this kid loved animals.
  
  Instead of giving him the same word problems as everyone else, she created story problems with different animals she knew he liked. And here’s the key: she gave him a choice about which ones to solve.
  
  I watched the shift happen. The student leaned in, focused, and actually engaged in the math skill she was teaching. Why? Because the problems connected to something he cared about, and he had a choice. That’s the power of tapping into student interests. When kids see themselves in the lesson, the relationship grows stronger and the learning sticks.

• Share a little of yourself. Students connect with authenticity. They know when we’re not being genuine—especially older students in middle and high school—and they’re not afraid to call us out. When they see you as real, not perfect, it opens the door for them to be real with you too.
  

Here’s the truth: relationships don’t grow overnight. You’re planting seeds every single day of the school year. Some weeks you might see fruit right away. Other times it may feel like nothing’s breaking through. But don’t stop. Whether it’s week one or week twenty-one, keep showing up, keep planting. Because every smile, every check-in, every intentional choice to see a student for who they really are—it all adds up.

Be encouraged, teacher friend: being intentional in building relationships with students—especially our students with disabilities—is worth the patience and time it takes.

Before we wrap up, I want to put a tool in your hands. If you’re looking for a simple way to kick off stronger collaboration with your co-teacher or instructional assistant this year, grab my free Gen Ed & SpEd Teacher Collaborative Conversations Guide. It’s got easy question prompts to help you set the tone for teamwork right from the start. I’ll drop the link in the show notes.

Take care, teacher fam.

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