Just Another Kid: Each was a child no one could reach – until one amazing teacher embraced them all. Torey Hayden
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      Torey Hayden

      Just Another Kid

      Contents

       Cover

       Title Page

       Chapter 9

       Chapter 10

       Chapter 11

       Chapter 12

       Chapter 13

       Chapter 14

       Chapter 15

       Chapter 16

       Chapter 17

       Chapter 18

       Chapter 19

       Chapter 20

       Chapter 21

       Chapter 22

       Chapter 23

       Chapter 24

       Chapter 25

       Chapter 26

       Chapter 27

       Chapter 28

       Chapter 29

       Chapter 30

       Chapter 31

       Chapter 32

       Chapter 33

       Epilogue

       Exclusive sample chapter

       Torey Hayden

       Copyright

       About the Publisher

       Chapter 1

      It was a hodgepodge setup, that classroom, not unlike the rest of my life at the time. The room was huge, a cavernous old turn-of-the-century affair with a twelve-foot-high ceiling and magnificent large windows that looked out on absolutely nothing worth seeing: a brick wall and the chimney stack of the heating plant next door. A hefty chunk of the room had been partitioned off with gray steel industrial shelving units, used to store the school district’s staff library. The L-shaped area that was left, was mine. Windows ran the length of the wide, long arm of the L, where the chairs and worktable were; the narrow, shorter arm of the L contained the chalkboard on one wall and the door at the far end. It was an adequate amount of space; I had taught in considerably more cramped conditions, but it was a quirky arrangement. The blackboard was useless because it couldn’t be seen from the work area. And short of standing like a sentry at the junction of the two arms of the L, I could not monitor the door. Most eccentric, however, was the district’s decision to combine a classroom for disturbed children with a staff library.

      This was to be the first official self-contained classroom in the district for E.D.—emotionally disturbed—children since the mainstreaming law had come into existence back in the seventies. I was called a consultant resource person in my job description; the children were termed behaviorally disordered; and the classroom was known, on paper, only as The Center, but we’d come full circle. For me, walking back into the schoolroom that late August morning, having been gone from teaching almost six years, had provoked a sense of intense déjà vu. It seemed simultaneously as if I had been away forever and yet had never left at all.

      I hadn’t meant to be teaching again. I’d been abroad for almost two years, working full time as a writer, and I intended to return to my life in Wales, to my stone cottage, my dog and my Scottish fiancé. But family matters had brought me home, and then I’d gotten embroiled in the interminable red tape involved with gaining a permanent British visa. Every conceivable problem cropped up, from lost bank records to closed consulates, and one month’s wait stretched out to three and then four, with no clear prospect of the visa’s arrival. Disconcerted and annoyed, I traveled among friends and family.

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