I thought teaching swimming meant teaching strokes and games. Instead, I spent a lot of time chasing kids who just wanted to splash and laugh.
At first, I worried I was failing. But I began to realize: for some of my students—many on the spectrum—just being in the water was already a huge step. Trusting me, not crying when their parents left, holding my hand—that was progress.
I used to measure success by how far they could swim. Now I think it’s about showing up, feeling safe, and being seen.
They’ve taught me more than I ever expected.
