Five on Fridays: Jenny Mihvec and Dawn Roberts

We are excited to introduce not one, but two outstanding educators, podcasters, and Greater Good Educator alums (24-25 cohort) for this week’s Five on Fridays post. Dawn Roberts and Jenny Mihevc are elementary school teachers and are the inspiration behind In the Trenches, a podcast “rooted in the real experiences of educators, and designed for anyone who cares about the well-being of students and school communities.”

We asked Jenny and Dawn the following questions to learn more about what motivates them and how they are cultivating kindness and belonging for all in their many education roles.

1. Who or what is a source of inspiration for you these days?

Dawn: A constant source of inspiration for me is found in my students, my colleagues, and my own children. My kindergartners inspire me through their curiosity, resilience, and willingness to grow. They remind me daily of the power of learning and the impact that love can have on shaping outcomes. Equally inspiring are my colleagues. They motivate me to strive for excellence, remain reflective in my practice, and find ways to do better. Finally, my daughters top the list. They are at the heart of everything I strive to be.

Jenny: I grew up watching Mister Rogers’ Neighborhood, and even as a little girl, his lessons had a profound impact on me. Mister Rogers had a unique ability to connect with a generation of children through a television screen, sharing his values and teaching us how to treat ourselves and others. He modeled kindness, respect, and empathy, qualities I find especially inspiring in a world that can sometimes feel overwhelming and lonely. I often think about his kind words and calm, caring manner, and I try to mirror that approach in my daily interactions.

2. What is something that made you laugh or brought you joy at work recently?

Dawn: A million examples come to mind because I work with five-year-olds. One recent occurrence that comes to mind is when one of my students (who struggles with fine motor skills) made a picture during his free time for his neurodivergent classmate. It sounds simple, but there are so many layers to this child’s act of kindness. It makes my heart burst just thinking about it.

Jenny: As a learning resource teacher, I support students with diverse learning needs. Recently, one of my students, who is developing expressive language, was extremely upset because he had forgotten his snowgear at home and knew he wouldn’t be able to play outside in the snow during recess. Our administrator took the time to listen to him and found a pair of snowpants and boots for him. As she helped him put them on, he said, “I am happy. I can play now.” Seeing my student advocate for himself and have his needs met brought me so much joy. It highlighted the progress he’s made and reminded me why I do this work every day.

3. What does it mean to “belong” in a school community—for students and adults?

Dawn: To me, belonging means feeling safe and free to be oneself without any fear of rejection. I love thinking about belonging in the context of it being a fundamental human right. In a school community, for students and adults, it means being seen, valued, and respected for who you are, and having trusting relationships where you feel unconditionally supported.

Jenny: In a school community, belonging means feeling safe, connected, and cared for. It is a place where differences are cherished and celebrated. When individuals feel a sense of belonging, they can safely take risks, make mistakes, and grow. Belonging means that no one is left out. It means showing up as your true, authentic self, being open and vulnerable, and feeling seen, heard, accepted, included, and understood by those around you.

4. In a world where people report that they feel increasingly disconnected and even lonely, how do you foster connections and community in your school or classroom?

Dawn: I try to make my students, parents, and colleagues feel seen and valued through active listening and ongoing communication. At the heart of this is kindness, patience, empathy, and being intentional about looking for the good even when it’s hard. Humor, too, helps us to connect. It’s important to remember that it takes time and repeated positive experiences to build strong relationships. However, something as simple as a smile can be the catalyst.

Jenny: I am fortunate to work in a district that prioritizes the well-being of both students and staff. We begin each day with 20-30 minutes dedicated to social-emotional learning. During this time, non-classroom teachers push into classrooms to participate in morning circles and support instruction, allowing them to form meaningful connections with students and colleagues they may not otherwise work with. Setting aside intentional time to build relationships strengthens our entire school community and helps cultivate a culture rooted in connection and belonging.

5. What is something in the world that leaves you with a sense of awe or wonder?

Dawn: Nature. I am constantly amazed by the beauty that surrounds us. As a “details” person, I am captivated by the small, often overlooked elements, like patterns and colors that seem ever-changing. In these moments, I frequently think about the interconnectedness of the world. It’s humbling and uplifting.

Jenny: Music fills me with a sense of awe. I am often moved by the way rhythms unfold and chord changes resolve. I am amazed at how notes and patterns come together to evoke specific emotions. Music gives me both emotional release and a sense of peace.