'Pourquoi vous faites tant d'efforts?' Le parcours difficile d'un élève qui a abandonné l'école primaire 1 pour devenir enseignant stagiaire

Presslee Chng, a 25-year-old trainee teacher in Singapore, recently received the Ministry of Education (MOE) Teaching Award, marking a remarkable turnaround in his life. His journey from dropping out of Primary 1 to receiving recognition for his teaching potential is a testament to his perseverance and determination. Chng's early years were marked by instability, as his family moved frequently due to financial constraints, often relocating every half to a year. This constant movement disrupted his formal education, leading to his eventual departure from school in 2008 when the family was evicted from their flat. At that time, Chng had just begun Primary 1 at Anderson Primary School, but the eviction resulted in the loss of his school uniforms and books, effectively ending his schooling. Chng recalls the confusion and lack of understanding he felt during this period. As a child, he did not grasp the significance of being removed from school, instead viewing it as a respite from the pressures of formal education. However, the absence of structured learning opportunities meant that he missed critical academic milestones such as the Primary School Leaving Examination (PSLE). Despite this setback, Chng found solace in entertainment media, developing literacy skills through films and television shows, which became his informal education. Now, Chng is on a path toward becoming a teacher, having graduated from Republic Polytechnic in 2024. His journey reflects a deep commitment to education, driven by personal experiences and a desire to help others avoid similar pitfalls. His story highlights the resilience required to overcome early educational disruptions and the importance of finding alternative pathways to success. The experiences of Chng resonate with broader discussions about teachers with special needs in Singapore. Recent attention has focused on the challenges faced by students with disabilities and neurodivergent conditions, emphasizing the need for inclusive education practices. While efforts have been made to support these students, the role of teachers with special needs remains largely unrecognized. Joel Lee, a mathematics teacher at Pathlight School, exemplifies this overlooked group. Having once been a student at Pathlight, Lee transitioned to mainstream education and now teaches at the same institution where he once studied. His experience underscores the value of inclusive education environments that cater to diverse learning needs. Similarly, Syed Ali Mohamed Alhabshee, a science teacher, faces unique challenges as a hearing-impaired educator. His use of hearing aids has led to occasional misunderstandings among students, but he addresses these directly, fostering an environment of openness and acceptance. Alhabshee's approach illustrates the importance of transparency and communication in overcoming barriers related to sensory differences. Penny Chong, a resource teacher at Ahmad Ibrahim Secondary School, has dedicated her career to supporting students with visual impairments. Her personal experience of losing sight at the age of nine inspired her to pursue a career in education, where she can guide both students and their families through the complexities of visual disabilities. Chong's work emphasizes the necessity of tailored support systems within mainstream educational settings. As Chng continues his training to become a teacher, his story serves as an inspiration to others facing adversity. His achievements highlight the transformative power of education and the potential for individuals to redefine their futures despite early setbacks. With his newfound role in the teaching profession, Chng aims to contribute positively to the lives of future students, ensuring they receive the support and guidance necessary for success.