• Individualized approaches helped students succeed: By incorporating a student's interest in whiteboards into lessons, Mohammed helped make learning more engaging and accessible.

• The experience strengthened her nursing goals: She developed patience, adaptability and communication skills that will support her goal of becoming a pediatric nurse.

   

Sometimes, making a difference begins with something as simple as a whiteboard and a set of markers.

For Amelia Mohammed ’29, a Molloy University nursing student, that realization came during a summer working as a paraprofessional at The Children's School, part of the New York City Department of Education's District 75, which serves students with significant disabilities and specialized learning needs.

While working with children with autism, Mohammed encountered a student who often struggled to remain engaged during classroom activities. Traditional writing exercises rarely held the child's attention, but there was one thing the student particularly enjoyed: writing on whiteboards.

Recognizing that interest, Mohammed and her colleagues incorporated whiteboards and markers into the student's lessons. The change was almost immediate. What had once been a frustrating activity became something the child looked forward to, eagerly practicing letters one by one.

By the end of the summer, the student could sit independently and complete the activity with some redirection.

"Seeing that progress was incredibly meaningful to me because it showed me how much of a difference it can make to understand a child's individual interests and use them to help them succeed," Mohammed said. "Rather than expecting the student to learn in a way that wasn't working for them, we found an approach that made learning enjoyable and accessible."

For Mohammed, moments like these transformed a summer job into an experience that would reinforce her passion for nursing and influence the way she approaches patient care.

Working with children with autism allowed her to develop skills that extend beyond the classroom. Each child had unique needs, preferences and ways of communicating, requiring patience, flexibility and an open mind.

Some students responded best to visual cues, while others benefited from structured routines or communication devices. Understanding what each child needed often required careful observation and a willingness to adjust her approach.

"I learned that recognizing and responding to each child's needs takes time, patience and a lot of trial and error," she said. "Every child communicates differently, so it was important to pay attention to what worked best for each individual child."

Through these interactions, Mohammed developed a deeper appreciation for the many ways people express themselves, particularly when spoken language is limited. She also discovered that building meaningful connections requires more than recognizing someone's immediate needs. It means understanding their behaviors, celebrating their accomplishments and creating an environment where they feel supported.

As a student in Molloy's Bachelor of Science in nursing program, Mohammed has been developing a foundation in patient safety, critical thinking and individualized care. Her summer experience provided an opportunity to apply those principles in a setting where attentiveness and adaptability were essential.

The connection between her education and her work became even clearer when she began clinical rotations this semester.

"My classes at Molloy have helped me understand the importance of patient safety, critical thinking, and providing individualized care," she said. "However, working as a para this summer taught me how important it is to put those concepts into practice and recognize that everyone has different needs."

Working with children who communicated nonverbally strengthened her ability to recognize behavioral patterns, anticipate needs and respond thoughtfully when verbal communication was not possible. These skills will be equally important in nursing, where patients may struggle to communicate pain, discomfort or fear.

The experience also reinforced the importance of collaboration, advocacy and approaching each individual with compassion, values that complement the foundation she is building through her Molloy education.

Although Mohammed had already developed an interest in working with children, her summer at The Children's School helped her envision the kind of pediatric nurse she hopes to become.

Some of her most memorable moments were not tied to classroom accomplishments, but to the relationships she formed. Students began approaching her when they needed assistance, were hurt or simply wanted to share something that made them proud. Others sought her out for comfort or reassurance.

"Working with these children taught me that caring for a child goes beyond meeting their physical needs; it also means building trust, understanding their individual needs, and making them feel supported," she said.

Those interactions strengthened her commitment to pursuing pediatric nursing, where she hopes to provide not only medical care but also emotional support to children and their families.

As Mohammed continues her education at Molloy, she carries with her a deeper understanding of what it means to provide compassionate, individualized care. Her experience reinforced the lessons she has encountered in her coursework while offering a glimpse into the responsibilities and rewards of her future career.

"Ultimately, I hope to be more than someone who treats a child's illness; I want to be someone who helps them feel cared for, encourages them through difficult moments, and gives their families peace of mind knowing their child is in good hands."