In this narrative account of a secondary school classroom of students with special needs, I share the story of a teacher and her students. With multiple impairments and low socioeconomic status creating an additional layer of risk, these students struggle with emotional and social interaction in addition to academic challenges. School music classes of choir and band were unavailable to these students. As a former music teacher in this district, I was invited to provide weekly musical experiences. I obtained permissions to engage in a research study while visiting the school. The students' musical experiences were central to our interaction and my research. However, in this article, I explore a finding that emerged during the course of the study — that is, the classroom teacher's role in creating a place of belonging for her students. By understanding the students' need to feel parental love, the teacher — demonstrating a mature model of pedagogical thoughtfulness — fostered a sense of family and belonging within the classroom community.
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