Educators are accustomed to moving at a relentless pace. Whether teaching, leading schools, writing, presenting, or supporting others, many of us become so focused on what comes next that we rarely slow down long enough to notice what our experiences are teaching us.

The Journey Took Longer Than I Expected

After years of running, playing sports, traveling, and standing for long hours, I eventually needed a total hip replacement [THR]. Although the surgery went well, the recovery proved to be far slower than I expected. One of our daughters jokingly nicknamed my husband “Wifeguard” because he closely monitored my recovery. Whenever I tried to do too much too soon, he would smile and say, “Slow down, Seabiscuit” —a playful reference to the legendary racehorse. At first, I laughed. Before long, I realized those three words carried exactly the reminder I needed: recovery is not a race.

What Healing Taught Me

Looking back, I realized that slowing down was not a setback. It was part of the healing process. As educators, we know that meaningful learning rarely happens at full speed. Growth—whether physical, emotional, or academic—takes time, guidance, encouragement, and patience. 

Healing, Like Learning, Takes Time

Healing is filled with the same hiccups we experience supporting our students’ academic and social-emotional development. It’s good to remember that learning takes time and is an individual process—just as healing from THR surgery is.

Expert Guidance Matters

It is important to ask for expert help—so much better than going it alone. For example, I could not figure out how to get in and out of bed. Thank goodness for the physical therapist who taught me how to lift my body with my arms rather than my legs—something I could not have imagined doing or thought I could do on my own. He did what effective educators do every day: he modeled the strategy, watched me try it, provided feedback and encouragement, and celebrated each small success.

One of the most important lessons I learned was to recognize progress rather than focus only on what I still could not do. The physical therapist helped me notice each small improvement and see it as evidence that I was moving forward. Every success built the confidence to attempt the next challenge.

As educators, we have the same opportunity. When we intentionally help students recognize their strengths and their progress—not just what they have yet to learn—we create the conditions for continued growth.

Relationships Help Us Grow

Friends and family bring more than good cheer; they are the glue that keeps us afloat.  For example, when I asked neighbors about a walker (as I’d heard it might be easier than the ‘euro-style’ crutches I was using), a friend I hadn’t seen in months dropped one off within minutes. While the walker didn’t work well for me, I didn’t know how good it would feel to accept the care I received. 

As an educator, I know the value of relationships. Yet, the calls, visits, and positive interactions that I had affirmed the value of personal connections on a deeper level. It mirrored how important it is for us to partner with our students, their families and communities, and, of course, our colleagues.

Moving Forward

Now, months later, I walk and exercise with ease. Taking time to heal reminded me that progress is rarely linear. Growth requires patience, expert guidance, supportive relationships, and the willingness to accept help along the way. Those same conditions allow multilingual learners—and all learners—to thrive.

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