Albuquerque Public Schools
Where Patience Meets Purpose: Jesus Cuellar's Journey to Serve Students Who Need It Most
The Highland Complex special education teacher’s path from Mexico to a master’s degree reflects the same belief he holds for his students: with patience, relationships and high expectations, everyone can grow.
When Jesus Cuellar talks about his work at Highland Complex, he rarely focuses on himself. Instead, he talks about his students—their personalities, their growth and the small milestones that make every day meaningful.
“These kiddos, they are why I get up in the morning,” Cuellar said. “Because they're all different and every day is different for them.”
Highland Complex serves students who need specialized care and instruction that traditional schools may not be equipped to provide. Cuellar currently teaches a class of three students, working closely with them to build communication skills, independence and confidence.
This year marks his eighth at the school, but his path there began almost by accident.
Cuellar was working as an educational assistant at another APS school when he stopped by Highland Complex to visit a friend. During that visit, he met one of the students and immediately felt a connection.
“He came over and grabbed my hand, and I was like, I think I can do it,” Cuellar said.
At the time, he didn’t have experience working with students with autism and admitted the idea was intimidating. But once he started working with the students, he knew he had found the right place.
Colleagues often describe Cuellar as incredibly patient, something he modestly shrugs off. He believes his calm approach comes from taking time to understand students and meeting them where they are.
“I think it's more about knowing the students and going to their level,” he said with a smile.
Building Relationships
Over the last eight years, Cuellar has built strong relationships with students who may not communicate verbally but still connect deeply with the people around them.
“Now the kiddos are really responding,” he said. “They communicate even though they don't talk, they don't speak, but they communicate really well with all of us.”
Those relationships become especially important during difficult moments, when students may feel overwhelmed or frustrated. After years of working together, Cuellar said the trust they’ve built helps students calm down and feel safe.
Building relationships with families is just as important to him as supporting students in the classroom.
“I like to communicate with my parents so I can support them as much as I can,” he added. “Because building relationships with the students and the families is the most important thing.”
Confidence Outside of the Classroom
Helping his students experience the world outside the classroom is a major focus for Cuellar. His class practices everyday skills like ordering food at restaurants, waiting in line and interacting with others in the community. They volunteer, take the city bus and complete hands-on work tasks.
“It is amazing when you see them and they tell you what they need,” he said.
For Cuellar, helping students build confidence and independence is a central part of his work. He focuses on making sure students see themselves as individuals with their own identities.
“The most important thing is that they know their names,” he said. “Because you are that name. The name belongs to you.”
The Path to Teaching
Cuellar’s path to teaching is just as inspiring as the work he does with his students. He grew up on a ranch in Mexico and once dropped out of high school. But he knew he wanted a different future.
“I thought, this is not what I want for my life. I wanted to be a teacher,” he explained.
After moving to the United States, he returned to school one class at a time, earning his diploma and completing his college degree while working.
Now, he’s about to reach another milestone. Cuellar will finish his master’s degree this summer—something he once thought might be out of reach. His students helped motivate him to keep going.
“They know that I have high expectations of them,” he said. “So if I do that for my kids, I have to do it for myself.”
Despite his remarkable journey, Cuellar still deflects attention away from himself and back to the students he serves. Working with them, he said, is never boring and always meaningful.
“They are always challenging me,” he added. “Which is great. Working with kids, it is the best.”