The number of students requiring additional support can feel overwhelming. But adopting the mindset of saving one at a time might just get us there.
*This video contains graphic images*
Based on a true story, Hacksaw Ridge tells the incredible journey of Desmond Doss, a World War II medic and conscientious objector who refused to carry a weapon or take another man’s life. During the Battle of Okinawa—one of the bloodiest in the Pacific, with over 160,000 combined casualties—Doss carried 75 wounded men to safety, earning him the Medal of Honor.
In one unforgettable scene, Desmond drags injured soldiers from the battlefield and lowers them down a cliff to safety. After each rescue, he prays, “Please, Lord, help me get one more.”
Had he focused on the enormity of the battle, he likely would have been paralyzed by the scale of suffering around him. Instead, by focusing on one man at a time, he saved seventy-five lives.
As a principal, I have access to an abundance of data. It’s invaluable for decision-making—but it can also be overwhelming. I lead a school of 800 students. When you start hearing statistics like “20% are not performing at grade level” or “10% exhibit challenging behaviors,” those percentages translate into hundreds of individual children. It’s easy to feel unsure where to begin—and even easier to feel disheartened by the thought that you might not reach every student.
One strategy I use to stay grounded is ensuring that data has a face. Every number represents a student—an individual with a name, a story, and unique needs. Whether it’s an intervention meeting, an administrative discussion, or a parent conference, we must approach each conversation with a specific child in mind. No two students are the same; no two solutions should be either. When you talk about a group, it’s easy to generalize. When you talk about a single student, it’s easy to make a plan.
Through diagnostic, formative, and summative assessments, teachers gain a deep understanding of their students’ needs. But recognizing those needs is just the beginning. The time and effort required to meet each student where they are can vary greatly. Some may need frequent, intensive support, while others may only require a gentle nudge in the right direction.
The key is providing the right support at the right time.
- Academically, this could mean differentiating instruction so every student can access the content.
- Behaviorally, it might involve weekly check-ins with a student to see how they’re doing.
- Socially, it could mean being thoughtful about partner assignments to help anxious students feel more comfortable.
The needs of each student should dictate the support they receive—not the other way around.
When educators shift their focus from performance metrics to people, remarkable things happen. Progress becomes personal, growth becomes visible, and hope feels tangible again.
And when it all feels too big—when the data piles up and the need feels endless—remember Desmond Doss’s prayer:
“Please, Lord, help me get one more.”
Leave a Reply