For graduate student Alexander Willoughby, education has always been about more than instruction, it is about connection, advocacy, and creating spaces where every student feels valued.

Currently pursuing a Master of Arts in Special Education at Ball State University, Alexander has dedicated himself to supporting students with exceptionalities through compassion, servant leadership, and a deep belief in the power of inclusive education. Expected to graduate in July 2026, he is already making a meaningful impact as a full-time special education teacher with Brown County Schools in Indiana.

Throughout his graduate journey, Alexander has embraced opportunities to grow not only as an educator, but also as an advocate and leader.

“You can be the change that you want to see in the world.”

Choosing Ball State: A Community of Support

When deciding where to pursue graduate school, Alexander was drawn to Ball State’s nationally recognized programs and student-centered approach.

“I chose Ball State because of its strong, nationally accredited programs and the reputation it has built for academic excellence,” he shared. “What truly set Ball State apart for me was its commitment to individualized support.”

For Alexander, the university’s emphasis on connection and mentorship stood out immediately. He appreciated the opportunity for one-on-one guidance through advising and the intentional effort to foster meaningful relationships between students, faculty, and staff.

“At Ball State, that commitment to connection and student success feels genuine and consistent, making it the ideal place for me to continue my academic journey.”

As an online graduate student, flexibility has also been one of the most rewarding aspects of the program. Alexander values being able to directly apply what he learns in coursework to his daily work in the classroom.

“The content is not just theoretical—it is immediately applicable,” he said. “Being able to see my knowledge and skills develop live, as I apply new concepts and strategies, is truly unmatched.”

Inspired by Teachers Who Made a Difference

Alexander’s passion for education was shaped by the educators and mentors who believed in him throughout his life.

He credits his fourth-grade teacher, Mrs. Lane, and his eighth-grade teacher, Mrs. Thorstad, with teaching him lessons that extended far beyond academics.

“They both taught me lessons that extended far beyond the classroom—that it is okay to fail, okay to learn from mistakes, and most importantly, okay to be myself.”

Their encouragement inspired him to become the kind of educator who empowers students and creates safe, supportive environments where growth is possible.

Alexander also credits his mother as one of his greatest influences. A longtime emergency room nurse and United States Navy service member, her example of selflessness and service profoundly shaped his values.

“Watching her dedicate her life to helping others has inspired me to do the same,” he shared.

A Passion for Advocacy and Inclusion

Alexander’s commitment to students with exceptionalities is rooted in his belief that education should be equitable, compassionate, and deeply human.

He strives to ensure that every student feels seen, respected, and supported, not only academically, but emotionally and socially as well.

“I do not view students through a deficit lens, because there is nothing to fix in their worth or humanity.”

In his classroom, servant leadership begins with building trusting relationships and helping students recognize their own strengths and potential. He also works collaboratively with colleagues, paraprofessionals, families, and community members to create systems of support that truly meet students’ needs.

One initiative especially close to his heart is the Eagle Closet, which provides students with access to essentials such as hygiene products, clothing, and school supplies.

“This initiative reflects my belief that education must extend beyond academics and that meeting students’ basic needs is foundational to their ability to learn and succeed,” he explained.

Alexander also emphasizes the importance of helping students develop self-advocacy skills so they can become active participants in their own educational journeys.

“Advocacy in my work means consistently asking whether students with exceptionalities are being given the opportunities, supports, and respect they deserve—and taking action when they are not.”

Scholarship Recognition Rooted in Service

Alexander was recently named the recipient of the Dr. Michael Peter Livovich Servant Leader Scholarship, an honor recognizing dedication to children and youth with exceptionalities.

Receiving the scholarship was both affirming and motivating.

“It meant a great deal to be recognized not only for my academic and professional efforts, but also for my commitment to being authentic and grounded in the community I serve.”

For Alexander, servant leadership means prioritizing empathy, listening, collaboration, and empowerment in every aspect of his work.

“This scholarship affirmed that I am living out these principles in my academic, professional, and volunteer experiences,” he said.

In addition to this scholarship recognition, Alexander was also honored this spring at the Ball State Department of Special Education Outstanding Awards Banquet, which celebrates excellence in special education. There, he received the Outstanding Vision and Leadership Award, the Outstanding Graduate Student Award, and the Mission and Values Award, reflecting his dedication to advocacy, leadership, and service within the field.

These recognitions have strengthened his commitment to growing as a leader in special education and expanding initiatives that support students both inside and outside the classroom.

Looking Toward the Future

After completing his degree, Alexander plans to continue teaching special education while pursuing additional licensure to become a Director of Exceptional Needs.

Ultimately, he hopes to help improve educational systems and strengthen inclusive practices across K–12 education.

“My goal is to support, rebuild, and refine systems within schools to ensure that all students receive an equitable and inclusive educational experience.”

He is especially passionate about advancing transition programming, improving postsecondary readiness, and advocating for policies that better support students with exceptionalities.

Keeping Education Human

While not currently conducting formal research, Alexander is deeply interested in the work of Lev Vygotsky and Social Learning Theory. He frequently reflects on how education can maintain meaningful human connection in an increasingly digital world.

“Our social learning is the root of all of our progress.”

Alexander believes educators must continue creating opportunities for collaboration, dialogue, and authentic interaction, even as technology reshapes learning environments.

“This intersection between technology and human connection is what most inspires my thinking,” he shared.

Finding Balance Beyond the Classroom

Outside of teaching and graduate studies, Alexander enjoys cooking, tutoring students in mathematics and reading, running, and spending time outdoors.

Whether supporting summer school programs or relaxing poolside during the warmer months, he values staying active and connected with others.

At the center of everything he does is a simple philosophy that guides both his personal and professional life:

“It costs you nothing to be kind.”

That mindset, and his unwavering commitment to service, advocacy, and inclusion, continues to shape the impact he makes on students, colleagues, and the broader community every day.