Show notes
In this inspiring episode of Education Matters, NaShawn Edwards, the founder of Sunrise Learning Academy joins us toto discuss what it truly means to serve students who don’t fit the traditional educational mold. NaShawn shares her personal journey navigating undiagnosed ADHD, advocating for six children, and fostering youth who’ve experienced trauma. Her experiences shaped her vision for a school where confidence, connection, and individualized support come first.
Episode Highlights
Early Educational Experiences:
NaShawn Edwards reflects on transitioning from a small, conservative private school to a large public school in Indianapolis, the challenges she faced, and the relationships that shaped her—especially with supportive school staff like her principal and the janitor.
Parenting and Advocacy:
With six children, five boys and one girl, NaShawn describes learning styles and personalities as unique as fingerprints. Her hands-on involvement in PTA and school committees was driven by her desire to see real change and advocate for her kids’ needs.
Classroom Challenges:
She discusses how classroom sizes, peer conflict, and chaotic environments contributed to declining confidence and academic progress in her children, particularly those with ADHD and autism. This led her to explore new educational models focused on small class sizes and relationship-driven learning.
Foster Care Realities:
As a foster parent, NaShawn Edwards encountered children academically behind—some unable to spell their own names in elementary school—making her acutely aware of systemic issues and underscoring the need for trauma-informed instruction.
The Birth of Sunrise Learning Academy:
Inspired by her foster care experiences, especially working with a young boy not ready for kindergarten, NaShawn Edwards started SLA to deliver individualized, trauma-informed education, and integrate therapeutic services like counseling, speech, and occupational therapy into the school day.
Model of Sunrise Learning Academy:
SLA integrates standardized curriculum, faith foundations, trauma-informed strategies, and hands-on projects. Multi-age classrooms foster mentorship and leadership, and the intentionally small school atmosphere allows teachers to quickly respond to student needs.
Addressing Misconceptions:
NaShawn Edwards tackles misconceptions about trauma-impacted learners and emphasizes that her students are resilient and capable—not “bad off.” Push-in therapeutic services at SLA help students and families regain time and access needed support during the school day.
Community Collaboration:
SLA prioritizes collaboration over competition with other schools. Partnerships with local charter and private schools mean shared resources and joint events, like safe-sitter classes and basketball leagues, strengthening the wider educational community.
Bridging Gaps:
Resources, tutoring, and relationship-building are key to SLA’s strategy so that no child slips through the cracks—whether academic, emotional, or social support is needed.
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