Teacher’s Exceptional Education Allows Students to Flourish

A Western Piedmont Community College alumna is using her education to make a difference in students’ lives.

Alyssa Whaley graduated from Burke Middle College and WPCC in 2021 with an Associate in Arts. Burke Middle College is a partnership between Burke County Public Schools and WPCC that allows high school students to complete their high school diploma while earning college credit.

“I worked full-time while completing my coursework at BMC and WPCC,” Whaley said. “There were late nights, early mornings and sacrificed social events, but it taught me time management, work ethic and resilience in ways no class could have.”

“WPCC taught me independence when I was used to structure. It taught me problem-solving when I was used to having answers provided. It taught me to speak up for myself when I was used to staying quiet.”

She described the benefits of studying at WPCC versus a four-year university that go beyond cost savings. 

“WPCC offers something larger universities often can’t: proximity to home while you’re adjusting to college-level work, faculty who actually know your name, staff who genuinely want to help you succeed and a community of students working toward similar goals,” Whaley said. “It’s a place where you can discover what you’re capable of, build relationships with people who will support you through difficult times, and lay the groundwork for whatever comes next.” 

She went on to earn dual Bachelor of Science degrees in Psychology and Sociology from Western Carolina University in 2023.

“By the time I stepped onto WCU’s campus, I understood what college-level work demanded,” Whaley said. “The academic rigor wasn’t a shock to my system because I’d already experienced it. I walked in confident, experienced and ready.

“WPCC didn’t just prepare me for college. It prepared me for success. And that foundation has carried me through every challenge since.”

She originally intended to become a child psychologist, but realized the cost for the advanced degrees she would need for that type of work was prohibitive. She looked into alternatives and accepted a position as a direct support professional for Abound Health in Waynesville, creating individualized care plans for special needs individuals and providing them with mental and emotional support.

She had already developed a heart for this population from her experiences living with a cousin with Down Syndrome when she was in high school.

“The years we spent together taught me lessons I carry with me every day,” Whaley said. “He showed me patience when I had little of it, generosity that wasn’t about grand gestures, and how to appreciate moments I would have otherwise overlooked.”

She eventually returned to WCU as a graduate student intending to become a child life specialist. She realized this career would require experience working with children, so she earned the certifications she needed to accept a position as a behavioral EC (Exceptional Children) teacher with Jackson County Public Schools in western North Carolina, the position she holds today. She works with students who have emotional or behavioral disabilities.

“I teach all the academics required by the North Carolina Standard Course of Study,” Whaley said. “The real work happens in Social-Emotional Learning, the process of developing skills to understand and manage emotions, build relationships and make responsible decisions. These skills improve academic performance, behavior and emotional well-being in students. They’re the tools my students need to navigate life beyond my classroom to build and maintain relationships, handle stress and disappointment, resolve conflicts and make thoughtful choices.”

She’s earning a Master of Arts in Teaching with a specialization in special education at WCU to pursue what she has come to see as her true calling.

“I love this work,” Whaley said. “What I enjoy most is being exactly what my students need: a safe space for those who need one, a support system for those who lack one and an advocate for those who need someone fighting in their corner.”

She is learning much more than how to teach academics.

“Providing individualized education has taught me how to fight for what’s right, even when systems push back,” Whaley said. “I’ve learned to question decisions that don’t serve my students, to push for accommodations that might seem ‘too much,’ to ensure every child gets what they need to succeed. Making sure they feel seen, heard and genuinely supported isn’t just part of my job description: it’s the entire point.”

Her work has given her an important lesson to teach those outside of her classroom.

“The biggest misconception, the one that frustrates me most, is the label, ‘bad kid,’” Whaley said. “I’ve had students stop me in the hallway to ask if I teach ‘the bad kids’ classroom. Every time I hear that phrase, it reinforces how much work we still have to do in changing perspectives.

“They’re not bad. Many of my students have experienced trauma, past or ongoing. Some have disabilities that impact their decision-making and impulse control. Others have disorders affecting emotional regulation. They’re struggling with challenges most of us can’t fully comprehend. 

“Behavior is a form of communication. When a student has an outburst, refuses to work or acts aggressively, they’re trying to tell us something. Most of the time, they don’t understand why they feel the way they do. They’re expressing emotional confusion or communicating that their needs aren’t being met the only way they know how. Our job is to listen to what that behavior is communicating, teach them, support them through the hard parts and celebrate when they succeed.

“These students aren’t broken. They’re capable of incredible growth when given the right support and when someone believes in them enough to do the hard work. I’ll spend my entire career making sure they get that chance.”

Published: 02/10/2026