Slinger High School
Slinger, WI
It is with deep admiration and appreciation that I nominate Susan Henkel for recognition. As the At-Risk teacher at Slinger High School, Susan consistently exemplifies what it means to be empathetic, driven, and profoundly student-centered. Her work is not only transformative for the students she serves but also inspiring to her colleagues. Susan meets students where they are—emotionally, academically, and personally. She has an extraordinary ability to recognize the silent struggles that many students carry with them and gently helps them find their footing. Whether it’s through one-on-one mentoring, after-hours academic support, or simply being a trusted adult students can confide in, Susan is always there. Her room is often a sanctuary—a place where students know they will be heard without judgment. Her empathy is matched only by her determination. Susan refuses to let students fall through the cracks. She maintains constant communication with parents, teachers, and counselors to build individualized plans that keep students engaged and on track to graduate. She has personally coordinated credit recovery options, helped students find employment opportunities, and even made home visits when necessary to reestablish connections with disengaged learners. Susan is also a key part of our teaching community. She collaborates regularly with staff to ensure students’ needs are understood school-wide, offers professional development insights on trauma-informed care, and models compassion-driven discipline in ways that uplift the entire school culture. In a field where burnout is common, Susan Henkel continues to lead with heart, perseverance, and an unwavering belief in the potential of every student. She is not just a teacher—she is a lifeline for many and a quiet hero in our halls every day.
As the At-Risk teacher at Slinger High School, Susan is the definition of student-centered, empathetic, and mission-driven. Her commitment to serving some of our most vulnerable students has not only transformed individual lives but has also enriched our entire school community. Susan approaches every student with empathy and dignity. She sees beyond academic performance and into the whole person, often recognizing unspoken trauma or mental health struggles before others do. Her classroom is a safe haven—a consistent, supportive environment where students are met with compassion and accountability. Many of her students come from challenging backgrounds, and Susan never gives up on them. Her philosophy is simple but powerful: “Every student matters, no matter what.” Susan’s impact is not just emotional—it’s practical and measurable. She has created individualized success plans, made home visits to re-engage students, and coordinated with local employers and technical schools to give students real-world pathways beyond graduation. One particular student, who was failing all classes and battling homelessness, was not only able to graduate under Susan’s guidance but is now thriving in a youth apprenticeship. The student recently returned to speak to Susan’s class, calling her “the reason I made it. Susan’s efforts have not gone unnoticed. She has been recognized multiple times by her colleagues as a staff member who “makes the biggest difference when no one else is watching.” She was selected by the Student Services Team to lead a professional learning session on trauma-informed practices because of her skill in building trust and resilience in students. Teachers often refer to her when they need guidance on how to support struggling students, and administrators consistently rely on her insights during student support meetings.
Susan Henkel has repeatedly demonstrated resilience, creativity, and problem-solving in the face of significant challenges—especially when it comes to supporting students who have been disengaged or underserved by traditional systems. 1. Innovative Credit Recovery Strategies: Susan has redesigned how credit recovery is approached for at-risk students. Instead of relying solely on software programs, she has implemented project-based learning opportunities that allow students to demonstrate understanding through hands-on work. For example, one student struggling in U.S. History was allowed to create a multimedia documentary connecting their family’s immigration story to larger themes in American history. This not only earned the student credit but sparked newfound academic confidence and engagement. 2. Partnerships with the Community: Susan built partnerships with local businesses and technical schools to connect students to real-life opportunities. She created a structured work-study program for students who were at risk of not graduating, aligning part-time jobs with career-based learning goals. These partnerships helped students see the relevance of their education and motivated them to stay on track for graduation. 3. Responding to Behavioral and Mental Health Needs: In response to the rising number of students struggling with anxiety, depression, and behavior regulation, Susan worked with school administration to implement restorative practices in her classroom and train other staff on how to apply them. Her non-punitive approach to discipline focuses on relationship-building, personal accountability, and emotional regulation—strategies that have since been adopted more broadly across the school.