It’s Time for More: A Paraeducator’s Reflection

Role: Special Education ParaEducator | Participant & Protester

Ms. Marisol Gastelum, a special education para educator, participated in the historic teachers’ strike. By standing alongside her colleagues, she became part of a movement advocating for better working conditions, stronger educational support, and improved resources — especially for special education students.

Through her experience, she shared reflections about unity, community, and the personal sacrifices behind the movement.

What was her experience like during the picket?

“I think there was unity among all the school colleagues and that together we could achieve better requirements to work and do a better job for the district as a whole. I’m not saying we don’t already do our best, but the feeling of reward when you come to work and give it your all was felt in the environment we were in. We were a unit — we were all fighting for everyone.”

Ms. Marisol described the strike as a moment of solidarity. Teachers stood together with a shared goal: to improve conditions not just for themselves, but for their students and schools.

What will she remember or take away from this experience?

“The feeling of having a strong school community helped me a lot — feeling that we were all united and seeing that so many students came to participate. I feel so proud that there were so many students and parents and how much effort they put in, and I will cherish that forever.”

For her, the greatest takeaway was the overwhelming support from students and families, and the sense of belonging and unity within the school community.

Is there anything she would like to add?

Ms. Marisol acknowledged that the strike did impact students — especially special education students — whose routines were disrupted.

“I know for a fact that some students were really affected, especially SCE students, because their routine was interrupted — even if it was just for five days. That’s what I kept thinking about. But at the end of the day, this also affects good teachers who may not be able to continue teaching because of the low pay. We don’t get the right pay or the right respect, even though we are always here, ready to teach. Something has to change.”

Her concern remained centered on her students, particularly those who depend heavily on consistency and structure.

Edited by Camille Ng