Meet Jefferson Fox, a driven and compassionate student at Temple University's College of Education and Human Development (CEHD). Growing up in a family of educators and having a strong personal connection to special education, Jefferson has developed a unique perspective on teaching, advocacy and the transformative role of education. Follow along as he shares his Temple experience and future goals as a pre-service special education teacher. 

Where are you from and what led you to Temple University?

I grew up about an hour north of Temple University, so I was always familiar with the area. After high school, I started at another institution, but I chose to transfer to Temple partly to experience life in an urban environment. I had visited Philadelphia often, and I liked the energy and the diversity it offered. Choosing Temple also aligned with my educational goals. It is a well-regarded institution, and being close to home was an added benefit.  

What led you to choose special education as your major?

Teaching is deeply rooted in my family—it's essentially our "family business." Both my parents, grandparents and even great-grandparents were educators. Growing up, I always viewed teaching as a natural path. 

As for special education specifically, I didn't want to limit myself to a single subject. I enjoy engaging with various aspects of education, and special education allows for that diversity. I also have a personal connection to this field, as I have family members with autism and other developmental disabilities. This background gave me both a passion for supporting individuals with disabilities and an innate understanding of their needs. I want to make a meaningful impact by helping students access the resources and support they deserve. 

Why did you decide to join the CEHD at Temple University?  

A big part of my decision to join the CEHD was the welcoming and supportive environment created by the academic advisors. When I first transferred to Temple, the advisors made the transition seamless.  

Now that I am here, I know that I certainly made the right decision. I appreciate the faculty within the CEHD. My professors bring real-world insights to the classroom—some are actively working as principals and special educators, too. The blend of theory and practical application has been extremely valuable in understanding education policies and practices. 

Also, Ritter Hall has become a space I genuinely enjoy. Most of my classes take place there, and it is where I've had some of my best learning experiences. 

How has the CEHD changed your perspective on special education? 

Before coming to Temple, I had some experience as a substitute paraprofessional in autism support classrooms, which gave me practical insights into daily routines. However, the CEHD has expanded my understanding of the theoretical and policy dimensions of special education. 

For example, I have learned to recognize the diverse needs of students beyond autism, such as physical disabilities or other developmental challenges. The CEHD has also helped me fathom concepts that I previously understood only intuitively by introducing me to the terminology and frameworks that are used in the field. 

One key element is the importance of understanding each student's unique background, culture, socioeconomic status and family circumstances. Understanding these differences helps me adjust my teaching methods and connect on a personal level with students. 

This bond between teacher and student is crucial because educators often serve as one of the most stable and supportive figures in a student's life. By considering their backgrounds, I can better provide both education and emotional support. Recognizing different nuances is the first step toward creating an inclusive and supportive environment where students feel understood and valued. 

How have extracurricular activities on campus shaped your experience at Temple? 

Being involved in multiple aspects of campus life has really made my experience more vivid and enriching. I work as a peer advisor in the Shimada Resource Center, where I support fellow CEHD students and assist with academic advising. It is rewarding to give back to the same system that helped me navigate my own transition to Temple.  

Also, I am a proud member of Pitch, Please, a queer advocacy a cappella group. We perform at concerts and competitions, including the International Championship of Collegiate A Cappella (ICCA) events. My involvement in Pitch, Please is much more than just performing, it is about building connections and finding a community. Music has always been a passion of mine, and being able to continue it in college is incredible.  

I have also formed lasting friendships with fellow special education majors, many of whom I have shared classes with for years. These relationships and experiences have made my time at Temple truly memorable. 

What are some of the most surprising or useful resources at Temple you have come across? 

I always make a point to highlight the Cherry Pantry, a fantastic resource for students who face food insecurity. 

Another gem is the Wellness Resource Center, which offers educational events and provides free resources. I attended one of their events last year, which focused on sex education at the college level, and it was eye-opening to see how much support they offer. 

Tuttleman Counseling Services is another valuable resource. They provide mental health support and are available for students who just need someone to talk to. Knowing about these outlets can make a world of difference, especially during stressful times.  

My work as a peer advisor has shown me how vital it is to share this knowledge with fellow students—it is all about connecting people with the help that they need. 

How does peer interaction shape your experience in the special education program? 

Learning from my peers has been one of the most rewarding aspects of this program. Before and after classes, we often discuss what is happening in our field placements, sharing insights about different grade levels and classroom dynamics. It is always interesting to hear about the range of classroom populations and challenges that others deal with. 

These informal moments help us prepare for the variety of situations that we might come across in our careers. We have built a supportive environment where we are constantly learning from each other's experiences. 

How would you describe the student community at Temple? 

The Temple student population is very supportive of one another. During my time here, I have seen multiple examples of students coming together to advocate for fairness and equity. There have been campus-wide calls to action addressing injustices within the community, and the way students mobilize is inspiring. Indeed, it is a testament to our generation's ability to care about both local and global issues. Temple's students have shown time and time again that they are committed to driving positive change within the community. 

How has being a student at Temple, particularly in Philadelphia, compared to your previous academic experiences? 

I love the accessibility of everything in Philadelphia. Temple's location also shapes its community. It is incredibly diverse, with students from different racial, gender and socioeconomic backgrounds. This diversity, combined with the urban setting, creates a unique environment. One important aspect is recognizing that Temple shares space with the larger Philadelphia community. Embracing and respecting the surrounding community is an essential part of the Temple experience, and it is one of the things that makes studying here so special. 

What are your future goals after graduation?  

I aim to teach throughout my career. My passion lies in special education, specifically in life skills and vocational training for students with disabilities. I believe this area is crucial for helping students succeed academically as well as preparing them to lead independent and fulfilling lives. 

In the future, I could see myself working as a vocational job coach or career developer, perhaps in tandem with teaching. I feel that helping students with disabilities develop practical skills for their everyday lives and careers is one of the most impactful contributions I can make. 

What advice would you give to students considering a major in education or special education? 

The most critical piece of advice is to make sure you are comfortable working with children or adolescents. It is essential to gain some hands-on experience before committing to this path, whether that is through being a camp counselor, working as a classroom aide, or even babysitting. This helps you understand whether you truly have a passion for working with children and adolescents. Education is very important, and it requires people who genuinely care about and enjoy working with young people. 

How have your experiences at Temple shaped your future? 

The combination of real-world experience and academic insights has been extremely useful. Working as a peer advisor has sharpened my communication and organizational skills—both critical for managing a classroom. Moreover, my coursework and interactions with the professors have provided practical strategies for supporting students with a wide range of needs. 

Extracurricular activities have taught me the importance of community and advocacy, which I plan to carry into my work with students. When it comes to creating a supportive classroom environment or advocating for more inclusive education policies, I am certain the skills and values I have developed here will guide me. 

Ultimately, Temple and the College of Education and Human Development have not only prepared me for a career but have also shaped my perspective on what it means to be an educator. It is about building connections, understanding diverse needs and making a difference in the lives of others.