Teaching, for me, means impact. Working with young people at a stage where they are still discovering who they are, what they value, and where they fit in the world is both a privilege and a responsibility. The art classroom should be a space where they take risks, express themselves authentically, and develop the confidence to stand behind their creative decisions. Teaching art and design extends beyond techniques and aesthetic outcomes, rather, it supports students in learning how to think, reflect, problem-solve, and persist through the challenges inherent in creative practice. Art is an ongoing conversation—between ideas, materials, influences, visual culture and self-reflection. I want my students to actively engage in that conversation, questioning their choices, challenging their assumptions, and embracing the messy, iterative nature of creativity. The strength of a final work comes from the accumulation of small, intentional decisions made along the way. Learning how to navigate that process, to reflect on it critically, and to trust in their own creative thinking is where growth happens. I believe that meaningful learning happens when students feel capable, autonomous, and connected—principles that align with Self-Determination Theory. The structure of my classroom is informed by Constructivist approaches and the Studio Habits of Mind, ensuring students are not passive learners but active agents in their own development. I emphasise not just problem-solving but problem-finding, encouraging students to engage deeply with ideas, to explore multiple perspectives, and to take ownership of their learning. In supporting my teaching is my commitment to restorative practice, where relationships, respect, and accountability shape the learning environment (Hopkins, 2011). A restorative classroom ensures that every student’s voice is valued, their ideas are heard, and their contributions matter. I strive to cultivate a culture where students feel safe to take creative risks, engage in meaningful critique, and develop the social and emotional awareness necessary to collaborate and co-create solutions. This means modeling active listening, empathy, and fairness, and ensuring that classroom interactions foster a sense of belonging and mutual responsibility. The art room is not just a place where work is made—it is a space where students develop resilience, curiosity, and a capacity for critical and creative thought. By centering artistic inquiry, reflective practice, and community-driven learning, I aim to empower students to see art not just as an aesthetic pursuit but as a way of making sense of the world and their place within it.