Picture this: Manchester, New Hampshire, 1999.
A 24-year-old walks into her first classroom and begins what will become a decades-long journey in that beautiful, chaotic world of elementary education.
She quickly discovers something about herself: she has a gift for connecting with kids, especially the ones who need it most. Year after year, she’s entrusted with children carrying trauma, big emotions, and tough behaviors. She shows up with her little toolbox, doing everything she can to help them feel seen, safe, and valued.
And then, somewhere around years 25 and 26… something shifts.
The love for the kids is still there. But the system — the testing, the pressure — starts to wear her down. The burnout becomes real. And for the first time, she wonders if it might be time to walk away.
That person… is me.
I had heard about Playmakers for years. I believed in it. I even had Life is Good banners in my classroom from the very beginning. But I never made the time — until I had to.
Then came 'Playmaker 603', a kick-off event that the Playmaker Project team hosted in New Hampshire.
On October 18, something changed. That day gave me my spark back. It reminded me why I started this work in the first place: that helping kids heal, learn, and thrive isn’t just possible… it’s everything.
And then there’s Jimmy.
Jimmy is nine years old. He came into my classroom carrying more than most adults could handle: learning challenges, ADHD, deep emotional struggles, and a life outside of school that hasn’t always felt safe.
Last year, he had no connection to school. No friends. Lots of anger. He lived in survival mode.
So my first goal wasn’t academics. It was trust. I got down on his level. I listened. I stayed calm. I let him feel seen. And then I brought in play.
The first time we played a simple game, he refused to join. He sat on the outside… watching. Listening.
So I tried something. “The cool breeze blows for anyone who knows a lot about dinosaurs.” And just like that he jumped in. That moment? It changed everything.
