Christa Compton has taught high school English in Columbia, S.C., for nine years. She was South Carolina's Teacher of the Year in 2001.

My students show up with hearts burdened by terrible losses. Angela's father was murdered when she was very young, and she still grieves for a man she only vaguely remembers. Marcus was put up for adoption at birth by his teenage mother, and his adoptive mother died of cancer two years ago. Peter is angry because his mother recently moved out of the house, and he blames her for breaking up their family. Many other families have been torn apart by divorce, and fathers are increasingly absent in their children's lives.

All of this means I have to work hard to earn students' trust, an especially difficult task with those who have been disappointed by other people they have trusted. If students don't find a sense of belonging at home, it becomes even more important to find it at school, so I try to create a supportive community within the class. I uncover the story of each kid's life and design activities that build relationships among the students. Throughout the year, we write sympathy cards when one of us is grieving, applaud the students who make the honor roll, welcome back the students who return from an absence, and do whatever we can to express concern for each class member.

It helps to observe their behavior and moods from day to day. Sometimes just a quiet comment can reassure them that someone cares. At other times, students reveal their anxieties in a written assignment, so I write notes on their papers to let them know that I am there to support them.

They desperately want someone to pay attention--to praise their successes, to notice when they are sad, to share the daily torments and victories that are the hallmarks of adolescent life. When they feel dismissed, I can provide encouragement. When their lives are chaotic and unpredictable, I can offer safety and consistency. I might be the one person they can count on, and I refuse to let them down.