Laura Hatfield of Montville, Maine is the 2026 Outstanding Graduate Student in Special Education in the University of Maine College of Education and Human Development. Originally from New Hampshire, Hatfield moved to Montville in 1995 where she and her husband raised two daughters. In 2023, Regional School Unit (RSU) 3 — the rural school district that includes Montville — was unable to fill a special education teacher position that required work in multiple schools. Hatfield had worked in one of the schools for 15 years as an educational technician and decided to take the leap. She enrolled in 91¸£Àû’s Master of Education (M.Ed.) program in special education (high-incidence disabilities concentration) and as a result of the coursework she has completed will be eligible for special educator teacher certification when she graduates this year.

Why did you choose 91¸£Àû for graduate school?

I chose 91¸£Àû for graduate school because of the warm and encouraging responses I received from the special education faculty, and because I could complete my coursework online. This made it feel doable as someone who lives in a rural area and who teaches full time.

Have you collaborated with a mentor, professor or role model who made your time at 91¸£Àû better, and if so, who are they and how have they impacted your time at 91¸£Àû?

I have had the opportunity to learn from many excellent professors during my time in graduate school. Specifically, I want to thank Dr. Joo Young Lee for the noticeable care she weaves into her teaching and detailed feedback, and for encouraging me to continue my educational journey. Thanks to Dr. Melissa Cuba and Dr. Debrajean Scheibel who greatly expanded my knowledge in critical issues pertaining to special education. Finally, Dr. Sara Flanagan’s positivity and extensive knowledge have inspired me to be the best educator (and graduate student) that I can be! I’m truly grateful for the ability to help my students make meaningful progress and gain confidence.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Although it can be scary to take on school while you are working, it’s important to remember that your professors truly want you to succeed. Reaching out if you have questions or need help is encouraged.ÌýA strategy that helped me stay organized was to keep sticky-note checklists on my laptop to see upcoming assignments and due dates at a glance.

What’s on the horizon? What are your plans for after you graduate?

I plan to continue teaching in the schools where I currently teach. I am so often inspired by the resilience and growth of the students I work with. Their hard work and determination motivates me to be the best educator that I can be. I am also fortunate to have many role models whom I have the pleasure of working with in our district. My sincere thanks to Lisa Roux, Brett Leavitt, Jodie Dupuy, and Cindy Fonger for believing in me.

Special thank you message:

A special thank you goes to my husband, Ben, for his unwavering encouragement, and for being willing to take care of whatever he could so I could give my best effort to my studies. I’m also so grateful for our daughters who lead by example and who aren’t afraid to get out of their comfort zone to grow and learn.

Meg Leddy of Ellsworth, Maine is the 2025 recipient of the Dean’s Award from the University of Maine College of Education and Human Development. This award recognizes a student who has overcome significant challenges along the path to graduation, who is dedicated to their field and shows perseverance and commitment to their program. The road to success is often not clear, or easy, but students who are recognized with the Dean’s Award find a way to do what is needed and rise to the challenge. Leddy is originally from Swansboro, North Carolina and had recently moved to Maine when she found her calling as a teacher. She graduates with a degree in Elementary Education and a concentration in Special Education.

Why did you choose to come to 91¸£Àû?

When the global COVID-19 pandemic abruptly ended my career as a professional stage manager for live theater, I felt adrift. My husband and I had just settled in Ellsworth before the pandemic hit, and I found myself substitute teaching at a local elementary school, hoping it would be a temporary stop until live events returned. Within five minutes of subbing, a student colored his entire hands green with a marker. Leaving tiny green fingerprints all over the classroom, he giggled with glee as I sent him to scrub his hands in the bathroom. At the end of the day I was utterly exhausted — and unexpectedly in love with education. By the time I was working with a group of brilliant, curious eighth graders, I knew I had found my calling, and it set me on a completely new path in life.

I began my educational journey at Eastern Maine Community College, earning an associate’s degree in education, before transferring to 91¸£Àû. I was nervous while waiting for my acceptance, but I knew 91¸£Àû would be the perfect fit for me. From the start, Faith Erhardt made me feel welcome in the College of Education and Human Development. She understood that I was an older student working full-time as an educational technician and helped me achieve my goal of graduating in just two years. Throughout my time at 91¸£Àû, I’ve felt supported in my classes, and even at 40, my classmates have been incredibly welcoming.

Have you collaborated with a mentor, professor or role model who made your time at 91¸£Àû better, and if so, who are they and how have they impacted your time at 91¸£Àû?

Several professors at 91¸£Àû have had a significant impact on my education. William Dee Nichols has been a constant source of support, instilling in me the confidence to pursue my Master’s degree next year. Dee not only guides us in teaching literacy but also encourages us to become passionate educators as we leave the program. I was also deeply inspired by Debrajean Scheibel and her Special Education Law class. Her course truly prepared me for teaching special education, challenging me to think like a special educator and pushing me to excel academically.

Favorite 91¸£Àû memory:

My favorite 91¸£Àû memory is Literacy Night in Dee Nichols’ ERL 320 class. My group and I ran the Readers’ Theater of the book “There Was An Old Lady Who Swallowed Some Leaves.â€� All the students who participated were fully engaged and performed their roles beautifully! We had readers of all levels, and each brought something special to the performance. One young man eagerly took on the role of Narrator 1, which had the most lines. At first, he struggled with words like “swallowed,â€� “perhaps,â€� and “sneeze,â€� but by the end of the activity, he was confidently delivering his lines without hesitation, especially hitting the phrase “PERHAPS SHE’LL SNEEZEâ€� with enthusiasm. At one point, he even stopped the group to correct his mother and grandmother’s line delivery. I playfully called him our director, and we tried again. He was absolutely thrilled to be called the director, leaving the room with a huge smile. Later, I overheard him in the parking lot telling his mom, “I was the BEST director!â€�

Another student enjoyed performing so much, he even stayed afterward to deliver a weather report for us. He proudly used the term “Cirrostratus clouds� and then explained what they were. His enthusiasm left me feeling incredibly proud of how the event had gone.

What’s on the horizon? What are your plans for after you graduate? 

I’ve begun applying for special education positions within my district and am excited about the opportunity to teach students with disabilities. Additionally, I’ll be continuing my education at 91¸£Àû, starting graduate school this summer. Most importantly, I am eager to advocate for students with disabilities, helping them believe in themselves and empowering them to become lifelong learners.

Special thank you message:

My husband has been by my side every step of the way! All the late nights spent at the dining table with my headphones on, lost in my work, have led to this moment — graduation. His unwavering flexibility and support have allowed me to focus on my studies and maintain my GPA. I am deeply grateful to my parents, who proudly display their “91¸£Àû Momâ€� and “91¸£Àû Dadâ€� bumper stickers, even though I left the nest long ago. My sister, who went back to school first, inspired me to be brave enough to do the same. A heartfelt thank you to my mother-in-law, Mary, whose encouragement has been irreplaceable. I also want to thank the educators who have mentored, supported, and guided me along the way. Lastly, my deepest gratitude goes to the Mount Desert Island school system for taking a chance on someone without an educational background and for their unwavering flexibility and support as I embarked on my journey to become a teacher.

Cynthia Earle of Casco, Maine is the 2025 Outstanding Graduate Student in Special Education in the University of Maine College of Education and Human Development. Originally from Abington, Massachusetts, Earle is earning her Master of Education (M.Ed.) degree in Special Education with a dual concentration in high- and low-incidence disabilities. She currently serves as a special education teacher at Lake Region Middle School in Naples.

Why did you choose 91¸£Àû for graduate school?

I loved the idea of being a Black Bear from anywhere! My whole program was online, which gave me great flexibility to access my program from wherever I was.

Have you collaborated with a mentor, professor or role model who made your time at 91¸£Àû better, and if so, who are they and how have they impacted your time at 91¸£Àû?

I had concerns that I was too old to go back to college, so at first, I decided to start out by doing a graduate certificate program, Positive Behavior Intervention and Support: RTI for Behavior, taught by Courtney Angelosante. I had such a great experience doing the graduate certificate program it encouraged me to jump all in into the special education graduate program!

What has 91¸£Àû enabled you to explore beyond academics?

Even though I attended 91¸£Àû online all of my professors have always encouraged us students to get to know each other through the class. It has been great to meet and get to know all kinds of teachers from all over. Learning and discussing different idea with other 91¸£Àû students has really helped me grow as a teacher!

What advice do you have for incoming graduate students to help them get off to the best start academically?

You are going to reach a point where you don’t think you can do this. Know that this happens to every student. But you can! Surround yourself with people who encourage and support you. Keep going and it is so worth it!

What’s on the horizon? What are your plans for after you graduate?

I am very lucky to be working at an amazing school, where I have support and encouragement as a teacher. I look forward to teaching my students and growing with them as a teacher!

Special thank you message:

I want to especially thank those who have been my sunshine and all those colleagues who gave me the courage and belief in myself to start this journey, those who supported me along the way. There is no way I would be where I am today without all your support!

The CEC is the largest international professional organization dedicated to improving the success of children and youth with disabilities, as well as those with special gifts and talents. Howorth has been a CEC member for more than a decade and has held several leadership positions. From 2017 to 2021, she served as the Children’s Advocacy Coordinator and Nominations Committee member for the CEC Innovations in Special Education Technology (ISET) Division. In addition, she was president of the ISET Division in 2020, and she has served as treasurer of the CEC Maine chapter. 

The award recognizes Howorth’s efforts to share her knowledge and skills with others. She has helped organize and present at national and international conferences and training sessions, including the CEC Division for Autism and Developmental Disorders International Conference. 

Her dedication to the field extends to serving on advisory boards, including co-chairing Maine’s LD 924 Task Force, which was responsible for identifying barriers to higher education and vocational access for young adults with intellectual disabilities, developmental disabilities and acquired brain injuries. She was also a member of the Maine Department of Education’s Special Education Teacher Preparation Advisory Board.Ìý

More information about the Outstanding CEC Leadership Award is . Howorth will be recognized along with other professional award recipients at the CEC’s 2025 Convention and Expo in Baltimore, March 12-15.

On a recent Friday morning, the staff of the University of Maine Counseling Center gathered in the office common room. Over coffee and pastries, they listened as Sarah Howorth, an associate professor of special education at 91¸£Àû, talked about the challenges people with autism and other developmental disabilities face finding and making friends. 

Approximately in the United States are on the autism spectrum, and increasing numbers of students with an autism diagnosis are . In 2019, Howorth worked with 91¸£Àû’s Center for Community Inclusion and Disability Studies and the Maine Division of Vocational Rehabilitation to launch a pilot program called Step Up to College, aimed at providing effective supports for students with autism as they transition from high school to college. People on the spectrum often have challenges related to communication and forming relationships, so the Step Up program incorporated elements of the Program for the Education and Enrichment of Relational Skills, or PEERS, a social skills curriculum for children and young adults with autism developed by the UCLA Semel Institute for Neuroscience and Human Behavior.Ìý

With the counseling center seeing an increase in neurodivergent clients in recent years, its staff invited Howorth to share her expertise in two half-day training sessions.

“They were searching for ‘autism’ and ‘college students,’ and my name kept coming up, so they reached out to me to ask if I’d come talk to them about PEERS and how it can help college students and others who are on the spectrum,â€� said Howorth, who is certified by the Semel Institute to be a PEERS provider and is director of the PEERS Lab at 91¸£Àû.

The PEERS curriculum includes practice sessions on communication and interpersonal skills, such as how to start, maintain and exit conversations. In addition to people with autism, research has shown it to be an effective intervention for people with attention deficit hyperactivity disorder, anxiety, depression and other social-emotional health conditions. 

“Some interventions for people with autism encourage them to hide or mask their authentic selves,� Howorth said. “But PEERS is about helping people identify what they are authentically interested in, and having them practice social skills around those interests in a safe environment before interacting with others in the so-called ‘real world.’�

The training sessions Howorth led for the counseling center included about a dozen staff members at 91¸£Àû and its regional campus, the University of Maine at Machias. They covered a variety of topics from the PEERS curriculum, including finding a source of friends, electronic communication and dating and intimacy.

At one point, Howorth asked the staff to name all of the peer groups they could think of on campus. Examples included student athletes, fraternity and sororities, gaming groups and live action role playing, or LARPing. 

“When we do PEERS groups, we ask participants to identify at least two social groups that they consider themselves to be part of, and then ask: Why are peer groups or crowds important? Where can you find different peer groups? And how can you tell which peer groups people are part of?� Howorth said. “We emphasize that friendships are based on common interests, and then we provide scenarios so they can practice things like starting and exiting conversations based on their interests.�

91¸£Àû Counseling Center Director Angela Fileccia says first-year students on the spectrum in particular face numerous challenges, not just with making friends, but figuring out how to live with other people and how to act in class.  

“In high school, these students often had support from family or teachers that they’re not getting in college. By the time they see us, whether they come here on their own or they’re referred to us by faculty or staff, in addition to all the other problems that they are dealing with, they’re often depressed. So what we want to do is address the underlying issues behind their depression,� Fileccia said.

Some members of the counseling center staff had heard about PEERS before they met with Howorth. Fileccia says one of the main things they were interested in learning more about was the program’s focus on forming and maintaining friendships.

“We know that if a person has one close friend, their risk of suicide, of overdose, of any number of poor mental health outcomes decreases dramatically. So if we can help some of our clients make just one friend, that will ultimately help improve their social and academic outcomes,â€� she said. 

Although the staff would need to go through the Semel Institute’s official training in order to offer PEERS groups, she says some of them are already applying what they learned from Howorth in individual therapy sessions with students.

“One of our therapists shared that they used part of a PEERS practice module with one of their clients the other day,â€� Fileccia said. “That’s a technique that we use anyway — having clients practice behaviors during therapy, then asking them to go try it in the real world and report on how it went. So it’s another tool that we can use to help our clients.â€� 

The counseling center, located in the Cutler Health Center on campus, includes a team of licensed clinical social workers, professional counselors, and doctoral and master’s degree level interns in psychology, social work or professional counseling. All currently enrolled students are eligible for free, confidential, solution-focused therapy related to topics such as stress and anxiety, depression, gender and sexual identity, eating concerns, substance use concerns, sexual assault, stalking, relationship violence and more. The center also offers services to help faculty and staff who have students with mental health needs. More information, including how to contact the center is available at umaine.edu/counseling.Ìý

If you need immediate help, call or text 988 or go to .

Contact: Casey Kelly, casey.kelly@maine.edu

Schools across Maine are finding success meeting their students’ social, emotional and academic needs with an internationally recognized, evidence-based framework known as (PBIS).Ìý

As — a partnership between the University of Maine System (UMS) and the Maine Department of Education — holds its annual conference in Augusta this week, educators involved with the initiative are celebrating an increase in the number of certified PBIS coaches and trainers in the state. The growth is the result of a UMS micro-credential program launched two years ago, aimed at making it easier for schools to adopt the PBIS framework. To date, seven Maine educators have earned the credential with 13 more expected to do so within the next year.

School-based coaches and trainers are essential to PBIS implementation, because they help colleagues in their own schools as well as other communities realize the full benefits of the framework. So even a small increase in the number of certified educators is significant, says Courtney Angelosante, Maine PBIS initiative coordinator and lecturer of special education at the University of Maine College of Education and Human Development.

“These on-the-ground professionals have a comprehensive understanding of the PBIS framework and how to effectively implement it in schools. They’re skilled facilitators, who are able to work with other educators to develop the most effective solutions for each school community,� Angelosante said.

PBIS is not a curriculum or a system for addressing individual student behaviors, Angelosante says. Rather it provides for a multi-tiered continuum of supports focused on creating a shared vision for a positive school culture that meets the needs of all students. Based on a community health promotion model, schools that have implemented PBIS see improvements in students’ social-emotional competence, mental health and learning, as well as the well-being of teachers and staff. In addition, proponents say it promotes belonging and family engagement, improves attendance, and can help schools manage crisis situations. 

Maine PBIS utilizes a collaborative professional development cohort model in which teams of educators from individual schools work with teams from other schools to develop PBIS plans tailored to each schools’ unique needs. More than 100 schools from communities across the state have either implemented PBIS, or are currently in the process of doing so.

The Maine PBIS Tier 1 Trainer and Coach micro-credential was developed by Angelosante and Karen Robbie, a 2021 graduate of 91¸£Àû’s doctoral program in Education, to increase the number of trainers and coaches in the state, allowing more schools to implement PBIS. To earn the credential, students complete a series of three graduate-level courses that are part of a graduate certificate offered through the 91¸£Àû College of Education and Human Development.Ìý

Stephanie Oliphant, principal of the K-8 Palermo Consolidated School, earned the micro-credential about a year ago. 

“In my everyday work, PBIS allows me to understand behavior and systems, so our school can put things in place based on research, not just my experience or what I believe, addressing issues in a way that’s actually going to make change,� Oliphant said.

She says her school district RSU 12 (Sheepscot Valley), which also includes Chelsea Elementary School, Somerville Elementary School, Whitefield Elementary School and Windsor Elementary School, has seen a dramatic decrease in the number of student suspensions since implementing PBIS. In addition to serving as a PBIS trainer and coach with her district, Oliphant is an external coach for Medomak Middle School in Waldoboro, part of RSU 40.

“PBIS is like a lot of initiatives, in that you’ll start off strong, but it will wane if you don’t have support through difficult and challenging times. So the micro-credential has really helped us build that support throughout the state,â€� Oliphant said. 

Bryan Lescord, a third grade teacher at George B. Weatherbee School in Hampden, is about two-thirds of the way through the micro-credential. Although he has been using PBIS for most of his career, which began as an educational technician in a special education class 15 years ago, Lescord says the courses he’s taken as part of the credential program have deepened his knowledge and skills in innumerable ways. 

“I’ve learned so much about coaching, presenting effectively, the research and theory around implementation and adult learning principles, because ultimately when we talk about implementing a PBIS framework, we’re talking about changing the behavior of adults first and foremost to effectuate better outcomes for our students,� Lescord said.

Like Oliphant, Lescord says the opportunity to work with other educators from across the state has been particularly exciting. 

“Whether it’s with someone in Fort Kent or North Berwick, you really develop true professional friendships. We’re on Zoom all the time, identifying common challenges and opportunities, and we’re able — through a community of practice model — to draw on each others’ experience and help each other out,� he said.

The Maine PBIS is this Thursday, Nov. 7, at the Augusta Civic Center.

Contact: Casey Kelly, casey.kelly@maine.edu