Where It All Began
More than 15 years ago, at Moapa Valley High School, a new principal took note of a student who stood out—not for perfect grades or a clear career plan, but for something harder to define.
Holly Perkins remembers that time differently.
“I saw myself as a student trying to bring my grades up,” she reflects. “I wanted to graduate high school and make something of myself. A career in education didn’t feel like a possibility then—I didn’t feel like I was smart enough, and I didn’t have the means to pursue college.”
But Grant Hanevold saw something more.
From the very beginning, he recalls Holly as “outgoing, confident, and unafraid to engage,” someone who brought honesty and authenticity into every interaction. It was her work as a student aide—particularly with students with significant special needs—that made her potential unmistakable.
“She was compassionate, patient, and genuinely invested in their success,” he says. “That’s when I began to clearly see her potential as a future educator.”
At the time, Holly couldn’t yet see that future for herself. But someone else did—and that belief would matter.
A Path Begins to Take Shape
Like many meaningful journeys, this one didn’t unfold all at once.
Over the years, Holly and Grant stayed in touch, their connection evolving naturally within a close-knit community. What began as a student–principal relationship gradually became something more intentional.
For Holly, the turning point was rooted in both passion and lived experience.
“I’ve always wanted to be there for people and students when they have no one—because I know what that feels like,” she shares. Her early experiences working in a self-contained classroom and later with adults with special needs only deepened that calling.
Still, it was encouragement—and a challenge—that helped transform that calling into action.
Before Holly graduated, Grant invited her to a conversation that would stay with her: a push to commit to earning her college degree and to begin seeing herself differently. Years later, when he introduced her to the UNLV pathway program, it felt like an opportunity to finally fulfill a promise she had made—to him, and to herself.
“That was the moment it became real,” Holly says.
The Power of Someone Who Won’t Give Up on You
Throughout Holly’s journey, one message remained constant:
“Failure is not an option.”
It’s a phrase Grant shared early on—one Holly would return to again and again during the most difficult moments.
“I would replay that every time I wanted to give up,” she says. “When I couldn’t get through an assignment without crying—that’s what got me through.”
For Grant, however, the story isn’t about what he did—it’s about what Holly persisted through.
“Holly truly did the work,” he emphasizes. “Her grit and dedication are what made this journey successful. I’ve just had the privilege of being one of her biggest cheerleaders.”
That dynamic—steady encouragement paired with relentless perseverance—became the foundation of Holly’s success.
Support, in this case, wasn’t a single moment. It was consistency. A phone call answered. A reminder repeated. A belief sustained, even when it wasn’t yet shared.
Redefining What’s Possible
Holly’s path to becoming an educator was not without challenges.
“I’ve always had a hard time learning,” she shares candidly. “Doing this program online was honestly scary. Some of the coursework felt overwhelming—but I didn’t let that stop me.”
Instead, she pushed forward—surprising even herself.
“My grades were better than I imagined they would be. I just kept working hard and knew failure was not in my vocabulary.”
Her story highlights a critical truth: talent alone does not determine who becomes an educator—access and opportunity do.
Alternative pathways, like the one Holly pursued, are essential in expanding who gets to enter the profession.
“Being able to work while going to school made all the difference,” Holly explains. “It helped me pay my bills while still working toward my degree.”
Grant sees this as a broader imperative.
“There is no single best route into education,” he says. “Many aspiring educators are balancing work, family, and responsibilities. These pathways provide the flexibility needed to pursue licensure—and bring valuable, real-world experience into the classroom.”
For individuals who may have once counted themselves out, these pathways don’t just open doors—they make the journey possible.
A Full-Circle Moment
Today, Holly stands on the verge of becoming a licensed Special Education teacher—a milestone she once wasn’t sure she could reach.
“To be honest, I’m proud of myself for the first time in my life,” she says. “I followed through with this program and achieved my dream.”
It’s a moment made even more meaningful by who has witnessed the journey alongside her.
“I’m so happy Grant got to be part of this,” she adds. “Without him believing in me, I don’t think I would have followed through.”
For Grant, the feeling is just as profound.
“There’s nothing more meaningful as an educator than seeing someone’s dream come to life,” he says. “It’s incredibly rewarding to now call her a fellow educator and colleague.”
What began as belief has come full circle into shared purpose.
Paying It Forward
Holly’s experiences have already shaped the educator she is becoming.
“I want to help students see their full potential—to know they can do hard things,” she says. “I want to be someone who believes in them, especially when they don’t believe in themselves.”
It’s a reflection of what she once needed—and what she received.
For Grant, this journey reinforces a broader responsibility.
“When we see someone who needs support, we have to respond intentionally,” he explains. “That means leading with empathy, being proactive, and always keeping the individual at the center.”
Together, their story is a reminder that education is not just about instruction—it’s about investment in people.
A Message to Future Educators
For anyone questioning whether they belong in education, Holly’s message is simple:
“You do serve a purpose. Students need people who can relate to them and help them see their potential.”
Grant offers a practical starting point:
“Explore the profession. Step into a classroom. And if it feels right, know that there are pathways and supports to help you get there.”
After more than three decades in education, he puts it plainly:
“It’s never just been a job—it’s a calling.”
