The Power of Patience: How Carlis Shackelford Builds Trust and Supports Students

January 30, 2026 – Carlis Shackelford is a truancy specialist at The Howard School, but when it comes to his day to day work, mentoring is a big part of it.  Shackelford started mentoring in High School and over the years, that passion for being a mentor has followed him everywhere he has worked.

Shackelford supports students in many ways, including mentoring students connected to Washington Alternative Learning Center, students throughout The Howard School, and students in community programs. Washington Alternative is one part of his work, but it is far from the only place his impact can be felt. “Everything I’ve done has been mentoring,” Shackelford shared. “This is something I enjoy doing. It’s just about being there and helping kids move forward.”

Each day, his mentees check in with him, “If they don’t see me on the floor, they come to my office,” he said. He wants to know how students are doing before their school day really begins. “I need eyes on you to make sure you’re here and to see how you’re doing before you go to class.”

For Shackelford, mentoring always starts with trust. “You got to build a relationship. You got to build trust with the kids for them to start opening up,” he explained. “That trust takes time, and it takes patience. Patience is the biggest thing,” he said. “If you don’t have patience, it’s not going to be easy.”

He knows that mentoring does not look perfect every day. “One day everything might be great, and the next day you might get cussed out,” Shackelford said. “You can’t hold that against them. Every day is a new day.” He believes students should always feel welcomed to start over.

Shackelford focuses on meeting students where they are instead of where others think they should be. “If you want them to be on five and they’re on two, you got to stay with them on two until they progress,” he said. Even small steps matter. “As long as you got that little progress going, it’s good.”

Rather than forcing serious conversations, Shackelford builds relationships through time spent together. He invites students into his everyday routine and allows trust to grow naturally. “I’m not hammering them on stuff,” he explained. “I’m inviting them into my world. Once they see how I am, they tend to open up.”

One of the most meaningful signs of impact for Shackelford is when students encourage each other. “When they start telling their friends, ‘You need to get a mentor,’ that’s big for me,” he said. He also sees his impact in action when the students encourage one another to be better, use better language, and he sees them helping one another up. With the amount of time and care he puts into each student, it’s no wonder why many of his former mentees stay in touch, updating him on school, work, and life after graduation. “That’s the goal,” Shackelford shared. “To make progress. Even if that progress is something as small as them doing more schoolwork.”

For staff who are thinking about becoming mentors, Shackelford offers simple but honest advice. “First, research what you’re getting into,” he said. He encourages new mentors to spend time with experienced mentors and get to know students before jumping in. “Go into their environment. Get a feel for it,” he explained. Above all, he stresses patience and consistency. “If you say you’re going to do something, do it,” Shackelford said. “And don’t expect anything in return. Just show up.” 

We are incredibly fortunate as a district to have staff members like Shackelford who go beyond their job titles to support and encourage students every day. His patience, consistency, and commitment reflect the best of what mentorship can be. Shackelford is just one of many educators and staff across our schools who take the time to build relationships, show up when it matters, and remind students that they are seen and supported. Because of mentors like him, students are not just encouraged to do better in school, but to believe in themselves and their future.