My students were relentless in their persistence and dedication.  
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There is a center beam taking pressure from reflecting and parallel beams intersecting and creating vertices at angles unequal to 90 degrees. The side beams represent the students’ continuous efforts. The vertical lines parallel to the center line represent the obstacles the students face. Their efforts ultimately are stronger than the obstacles (embodying resilience), so the vertical lines shorten upwards towards a horizon line.
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A lightness is in the upper section, representing the students’ ability to push through the obstacles and earn a limitless horizon of possible future experiences. The density is heavier in the major intersecting points of the beams in the center.
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The composition is flat enough to view simultaneously the continuous push needed to succeed and the light, freeing space of the horizon (as a source of hope and eventual joy).

The first layer is an earthy red, akin to brick to represent labor and effort, highlighted in an honorable, energized tone. The white layer on the undertone reminds me of bruises, labor/laborious, arduous(ness).

I distinctly remember sitting at my teacher’s desk in my chair talking with a couple of students one-on-one when I noticed/realized that my sobriety had increased my ability to be a reliable listener and a compassionate guide. I saw it, too, in my private consultations across the hall. And, I will always be humbled and grateful when a student (or peer) confides in me, giving raw, open, and honest insights.
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The open arms stretch widely in this design. There is openness but also an angled, steep element that intersects with the base at the bottom center. The base is my internal, deep core, affected by the speaker. The outward arms begin to describe the atmosphere from my perspective.  

The vertical lines that are offset and reaching down from the steep lines represent the details shared from students - unexpected in timing but shares that made me hopeful and motivated to stay open with them and provide a safe, comforting, encouraging, motivating place.

The image of static is in the blue streaks as I listen to students, where different resonances occur in each experience.

Stories of one particular student come to mind, including those of neglect, anger, and humor. Their ability to find humor and laugh freshly throughout the day showed me that they understood the darkness of their situation and that they were going to be unapologetic about what gave them joy.

Acceptance can be quiet, but not without damage.

Two narrowed and focused vertical beams in the center represent the intimidation, uneasiness, and distraction of the thing we are currently in the process of accepting. It's hard, it's harsh, and it's unwavering.

We’re angered by it and taunted by the ongoings (other people’s comments, abilities, and actions), but in reality we’re taunted by our defeating self-talk. The vertical off-shoots from the horizontal line are those ongoings that distract us from pushing through what we’re trying to accept. The remaining negative space and expanding exterior edges are suggesting the immeasurable space we’d open ourselves to once accepting the item of focus in the center.

Trusting of stories. Stories of prison time, substance use, work as a minor in a migrant family.  Coming in hungry, cold, and sleep-deprived while maintaining whatever level of respect (despite having however many authority figures or peers who don’t know what burdens they carry).

Trust. It’s delicate, but not fragile. It’s vulnerable.

The focus is off-center. The top of the right-aligned near-trapezoid is the student, offering forward their truth. They are learning on some type of temporary support (far right edge) in sharing, and the vulnerability is witnessed by something greater that connects us (second righthand side beam, coming from above, offset the furthest right beam to distinguish the event of noticing the student’s vulnerable behavior).  

The diagonal ray and segments from the student’s shape extends outward because of the light they create, probably unknowingly. My attention is drawn immediately to them, bypassing the other students for the moment (represented by the vertical dashes following the suggested top edge of the student’s shape). The base connects with the student’s shape to show our connection, connecting the moment when I see a student’s vulnerability to when they gift me their thoughts (sometimes with context, sometimes new information, sometimes left-field intel).