Brandy was the typical outcast in the school. She was clearly over-aged and over-grown for a 7th-grader. She didn’t have any friends, a fate she had obviously chosen. Her character was clearly known and understood by all. It said: “Stay away from me! I don’t need anyone! I don’t care about anyone! You can’t hurt me! I will hurt you if you mess with me! I don’t care about school, and I don’t want to be here!”

Teachers were on guard. If Brandy was in your class, it was NOT going to be a good year!

Brandy spent most of her school days sleeping. When Brandy wasn’t sleeping she was either just waking up or getting ready to nap. She always looked exhausted. She had been allowed to sleep as much as she wanted.

Teachers had learned that it was much easier “not to mess with her.” When Brandy slept, they could teach. So the cycle had continued. Brandy was three years behind in grade level. There seemed to be no hope for her. Teachers just bided their time with her and then sent her to the next teacher.

It was the first day of school when Brandy first entered my classroom. I had seen my roster of students and knew that she would be in my class. She would definitely be a challenge, but I was ready. Let the challenge begin!

I was immediately assured that Brandy’s reputation had been quite accurate. She sat as far to the back of the room and away from others as she could. She spoke very little, if at all, to anyone. She would have remained off task the entire year had I not found ways to keep her involved.

I knew that treating Brandy differently from everyone else was what she was used to and what she expected, so I made certain not to do that. I made an effort to find the positives in her on those first few days of school, and there really were quite a few.

I kept her during recess one day, knowing that she would not object, and told her that I needed some help. I asked if she would mind being my “second pair of hands and eyes” since she sat in the back of the room near my supplies area. I told her that the obvious fact that she was older and more mature than most of the others made her my first choice. I showed her where everything “lived” in my room and made her responsible for disseminating and collecting supplies, in addition to several other everyday jobs.

I began to notice that when she was able to stay awake and on task with her class work, she was quite smart. She picked up on concepts very quickly. I complimented her and called her mother immediately. I told her mother that this year would be a turning point for Brandy. That was a promise I was determined to keep!

One day, while she and I were reorganizing some of the class supplies during recess, I talked to her and told her that I was extremely impressed with her brilliant mind. I told her that I noticed how quickly she absorbed new material. However, I also told her I was aware of her troubles staying awake and paying attention during class, and then offered a solution.

I had cleared an area in the back of the room near my counter. I told her that if she ever felt herself nodding off, she could move to that area with her materials, and that she could stand in the back to continue her work. I told her I thought this would help her to stay awake and she agreed. I did not insist on this, but presented it to her as an option after telling her what a terrific job I thought she had been doing.

Brandy began making use of the option to stand. No one seemed to notice or mind. As Brandy and I continued to develop a rapport, I spoke to her one day about her sleeping problem.

She revealed to me that she NEVER slept at night. She said she couldn’t. Her two brothers were in and out all night. One of them played a musical instrument and played it at all hours of the morning.

Her mother was in an abusive relationship with an alcoholic mate who wreaked havoc on the household. Brandy didn’t have a bedroom but slept on a sofa in the living area that opened into a bed in the middle of this ongoing chaos.

She said she had learned that there were always going to be teachers who would allow her to sleep, so she had taken advantage of that. She also said that she could nap on most afternoons; since she was often home alone at that time. I told her that she was welcome to come to my room at recess every day in order to rest, if she needed to.

To make a long story short, Brandy did not fail that year. In fact, she did so well on the state exam that she was able to skip the 8th-grade and move on to high school, where she was among others who were of the same age.

I think of her often and wonder what ever happened to her. I hope that her high school teachers refused, as I had, to believe Brandy’s façade and, instead, looked more deeply into what was a beautiful young human being, with dreams and aspirations, trying to overcome many obstacles that few of us can comprehend.

Although I consider myself privileged to have been Brandy’s teacher that year, I remember her most because of all she taught me. She opened my eyes and revealed to me that no one is ever exactly what he or she appears to be.

I tell the new teachers with whom I work today the story of Brandy. I tell them to look beneath the mask, but that first they must believe that masks exist. The “Brandy’s” of this world who profess lack of caring and concern are the ones who feel it the most. I learned that from Brandy, and am a better teacher because of her.