Originally published in TEACH Magazine, June 2026 Issue
By Dr. Alexis L. Hamlor
In my years as an educator, I’ve watched some of the most charismatic students captivate their peers—turning into straight-up comedians, reading the room, and shaping their stories in real time. Yet, during writing assignments, when I ask for that same expressiveness on the page, the confidence disappears. This is typically misread as a skill gap or lack of effort, but in my experience, it’s often self-protection.
For many students, writing can feel permanent and risky. Words travel. They get repeated, misinterpreted, and used against you. Students understand this long before adults name it, and they bring that awareness into classrooms, guarding their language carefully because they know their words carry weight.
Dr. Alexis L. Hamlor, EdD, is an educational leader, a writer, and a scholar-practitioner with more than a decade of experience across New York City public and charter schools. A former special education teacher, mentor, instructional coach, and Dean of Special Education, she supports inclusive instruction, compliant service delivery, and educator development. Connect with her on Substack and Medium.
