Sign up for Chalkbeat Newark’s free newsletter to get the latest news about the city’s public school system delivered to your inbox.Alex Richardson always knew she wanted to help people; she just needed to find the right way to do it.After graduating summa cum laude from the University of New Mexico in May 2025, she decided to teach. As a first-year head of special education at North Star Academy’s Alexander Street Elementary School in Newark, Richardson works for the school’s Aspire Program, which launched in 2022 to support students with autism. She spends her days working with third grade autistic students, building reading comprehension skills and creating lessons that meet each student where they are. As a student, Richardson struggled to learn new concepts but blossomed when teachers approached those difficulties with patience and creativity. Now, as a teacher, she leans into flexibility, positive interactions with students, and her core belief that mistakes are part of the learning process. She spoke recently with Chalkbeat about discovering Newark’s strong culture of autism advocacy, using Black History Month as a way to include all students, accessible learning, and why a children’s book about a panda and a dragon changed the way she thinks about teaching. This interview has been edited for length and clarity. What’s your favorite lesson to teach and why?I love teaching literacy. I have always had a deep admiration for language, many languages, really, and for how they come together to make meaning. Getting to break down phonemes and help my scholars build sentences and comprehension of passages is my favorite thing to teach!Richardson is passionate about literacy, working with others, and learning from students.What’s something happening in the community that affects what goes on inside your classroom?As someone who is still new to the New Jersey community, I am continually learning about the people, experiences, and values that shape the environment around both my scholars and me. One thing I noticed right away — especially compared to my experience back home — is the strong sense of awareness and advocacy for the autism community. There is a clear and intentional effort not only to raise awareness but to foster genuine acceptance and inclusion. This commitment has a meaningful impact on my classroom. It creates a space where my scholars are not just supported, but truly valued for who they are — their unique ways of thinking, communicating, and engaging with the world are recognized as strengths. Being part of a community that embraces neurodiversity in this way is incredibly powerful, and it allows my students to grow with confidence, authenticity, and a strong sense of belonging.How do you approach news events in your classroom? As I teach a young group of autistic scholars, I approach topics about the world with intentionality, ensuring that all information is presented in ways that are accessible, meaningful, and responsive to their individual strengths and needs. While these conversations may look different in my classroom, my school takes great pride in making sure that every scholar is included in learning about important events and histories. During Black History Month, my scholars engaged in a variety of projects that allowed them to explore and connect with history through drawings, videos, and books. These experiences were thoughtfully designed to be both engaging and accessible, helping scholars build understanding in ways that felt natural to them. Stories of influential Black individuals were shared in ways that fostered connection, curiosity, and comprehension, allowing my students to meaningfully engage with the core ideas and significance of these historical contributions.Tell us about your own experience with school and how it affects your work today.While in school, I was on the honor roll and graduated summa cum laude from both my high school and the University of New Mexico. I have always loved learning, but I sometimes found it challenging to stay engaged with topics that I didn’t fully understand or initially find interesting. That perspective shifted when I encountered a few incredible teachers and professors who approached complex topics with patience, creativity, and genuine enthusiasm. Their ability to present material in innovative and accessible ways helped me stay engaged and ultimately develop a deeper appreciation for a wide range of subjects — including those I had once found uninteresting. This experience continues to shape my approach as an educator. When I anticipate that a lesson may be less engaging for my scholars, I intentionally design it to be interactive, supportive, and responsive to their needs. I prioritize patience, flexibility, and creativity so that my students can access the material in ways that align with their strengths, helping them build confidence and succeed as learners.What’s the best advice you’ve ever received, and how have you put it into practice? The best advice I have ever received is, “It is okay to not be perfect.” I have always held myself to a high standard, striving to do everything correctly, efficiently, and to the best of my ability. While I value that drive, I have come to understand that perfection is both relative and often unattainable — what truly creates lasting impact is effort, growth, and persistence. This mindset plays an important role in my classroom. I use it to support and encourage my scholars, especially when they encounter challenges. At times, I notice that my students can feel frustrated or discouraged when they are asked to revisit or revise their work. In those moments, I respond with patience and understanding, helping them see mistakes as a natural and valuable part of the learning process. By guiding my scholars through challenges in a supportive and affirming way, I aim to ensure they leave each experience feeling capable, confident, and empowered.What’s one thing you’ve read that has made you a better educator?I read a wide range of books, though not all of them relate directly to teaching. I believe that literature has a unique way of connecting to our lives in different seasons, often offering insight when we need it most. One book that has deeply influenced my journey as an educator is “The Journey: Big Panda and Tiny Dragon” by James Norbury. Norbury’s work combines beautiful illustrations with meaningful reflections, inviting readers to step into the experiences of the characters and consider how those lessons apply to their own lives. This particular book centers on the idea of leaving behind the familiar in pursuit of growth and something greater. It has prompted me to reflect on how often we, as educators, may unintentionally limit ourselves by relying only on what we already know. This perspective has shaped me on a personal level within my role as an educator. It has encouraged me to approach my scholars, colleagues, and families with openness and curiosity. I strive to let go of assumptions, biases, or preconceived notions, and instead remain receptive to new perspectives and experiences. In doing so, I am better able to build meaningful connections and create a more inclusive, responsive learning environment for my students.Jessie Gómez is a reporter for Chalkbeat Newark, covering public education in the city. Contact Jessie at jgomez@chalkbeat.org.
