By Victoria Bourne
Corey Hamlin ’01 recalls seeing an early light bulb moment as an educator.
He was working on a science project with a class of “reluctant learners,” who were part of an alternative program for children with emotional or behavioral disabilities, he said. Using a battery and electrodes, the goal was to separate molecules of water into hydrogen and oxygen.
The students worked collaboratively, Hamlin said, and each had an important role. They presented the project to staff and parents from other schools and received praise for their work.
Witnessing his class’s understanding of the experiment “reinforced in me one of the core principles of re-education, which is all students can learn,” he said. “It was definitely a confidence builder for them.”
Hamlin is one of eight special education coordinators for Hampton City Schools, a position he’s held since July 2023. Previously, he’s been a special education teacher, supervisor of alternative education and assistant principal in places like Gloucester and Suffolk, Virginia.
“It chose me,” he said, of his two-decades-old career in education.
A native of Newport News, Virginia, Hamlin pursued an English degree at 鶹AV and joined the student newspaper, Mace & Crown.
He also enrolled in entry-level education courses.
“Initially, I was thinking I wanted a career as a writer,” he said. “And then I guess the more and more I explored myself and what I wanted to do, I discovered I liked working with young people and trying to help them get where they're trying to go.”
After he graduated in 2001, Hamlin began working with children with emotional and behavioral difficulties as a residential counselor at The Barry Robinson Center in Norfolk. Through the Southeastern Cooperative Educational Program, the regional special and alternative education program, he transitioned into teaching.
He recently earned a doctorate in educational leadership and started a consulting business to train teachers and administrators who work with struggling learners.
Hamlin credits faith and family for instilling good values and the Boy Scouts and JROTC for developing his leadership skills. “All of that combined gave me some good footing to be able to support students who have difficulties,” he said.
It requires patience and an understanding that success for a student with disabilities may look different than for a traditionally developing student, he said.
“When I'm looking for progress, I know that although it may be delayed, it's still there.”