Before They Were Scientists, They Were Students. These Are The Teachers Who Inspired COVID-19’s Leading Experts To Change The World.

It was Steve Lantos. 10^th grade chemistry. High school biology, Mrs. DeSmet. Probably more than anyone, it was my high-school chemistry teacher, Ms. Thornburg. For me, it was biochemistry. That was my favorite subject. Rohini was her name. My first science teacher in high school, Mr. Alicia. He was the one who inspired me to pursue infectious disease. I would credit who I am today to him. He continues to inspire me even today. Dr. Melvyn Mosher, a funny man who looked like Albert Einstein and was a guest chemistry teacher at my high school.

I spoke to six people on the frontlines of fighting the COVID-19 pandemic. I wanted to know who set them on their path to do this lifesaving work. Each one, leading epidemiologists and researchers, told me about a high-school science teacher who changed the course of their life. Sometimes, it was how they taught the subject matter. Sometimes, it was that these teachers believed in them when others didn’t. Most often, it was both. But one thing was clear: If it weren’t for these STEM teachers, the doctors and researchers keeping us safe today wouldn’t be doing this work. As much as we all are indebted to the frontline scientists, doctors, and researchers keeping us healthy and safe, they are indebted to the teachers who set them on their path. Here are their stories.

Nahid Bhadelia is Associate Professor of Infectious Diseases at BU School of Medicine and the Medical Director, Special Pathogens Unit, at Boston Medical Center. Krutika Kuppalli is Assistant Professor, Division of Infectious Diseases, Medical University of South Carolina and was the medical lead for an Alternate Care Site for San Francisco’s COVID-19 response. Syra Madad is the Senior Director of the System-wide Special Pathogens Program at NYC Health + Hospitals and is helping oversee New York City’s COVID response; she was also on the breakout Netflix show Pandemic (and shared an inspirational talk at 100Kin10’s Summit in April 2020). Gary Krishnan, a senior research fellow at the pharmaceutical giant, Lilly, is leading a team working on a cutting-edge treatment for COVID-19. Raga Krishnakumar is a researcher at Sandia National Labs, working at the intersection of bioscience and national security, looking at a therapeutic molecule that can reduce or alleviate COVID-19 symptoms. And Janelle Sabos is the Global Head of COVID-19 Neutralizing Antibody Clinical Development and Delivery, also at Lilly.

Though the details of their experiences differed — some were immigrants, some were born here; some moved often during their childhood, some grew up in close-knit communities; some were on the coast, others in small towns, one was in India — their teachers were more alike than different.

Learning was an adventure

Each of them described teachers who made learning exciting and interactive. Raga described a biology teacher who made “everything feel exciting and like some sort of adventure we were having.” Mrs. DeSmet would paint scenarios — you’re alone in the woods, and it’s cold, and you need heat. There are different kinds of wood. What would you do? Nahid described a “big focus on experimentation and discovery of science and experimentation in the classroom.” Syra talked about how Mr. Alicia provided hands-on experiences. Gary described how his teacher, Ms. Rohini, made it seem like “biochemistry was the secret of life.” She spoke with such clarity and love about biochemistry that she made her students believe in it. And Janelle talked about how Dr. Mosher would always do experiments you could see, so you could understand the equations you were writing. Raga’s voice quickened as she remembered: “If this is biology, I am totally sold! I still have that feeling, when I do research, that I’m on an adventure.”   

Each student was valued and knew they belonged 

Krutika softened as she recalled, “I was the kid who got made fun of, because we all got grades starting in elementary school, and if you didn’t get all As, you would be made fun of. I felt I wasn’t good enough or smart enough or whatever enough.” But Ms. Thornburg made it clear that she was there to help Krutika understand. And she made it clear that “I was worthy enough to spend time with me.” These teachers made it easy to ask questions. “Steve was amazing,” Nahid shared: “No question was too stupid. I could put my guard down, I could relax and learn, versus being called on and being judged.” Even with the passage of time, when details had evaporated, these accomplished researchers remembered how their teachers had a way of making everyone feel intelligent. Raga was generally a shy student, she said, so asking questions was a big deal. Knowing that she could ask questions without fear of being labeled opened her up, and opened up the science to her. “It made all the difference, especially for someone who is introverted and shy and not necessarily self-confident.” And for Janelle, who was bubbly, her mentor “let me talk while doing bench research, accommodating me and my personality and style.” Nahid started a new school halfway through her freshman year, but it was in Mr. Lantos’ 10th grade class that she first didn’t feel like an outsider, a weirdo. 

These teachers were kind and playful without sacrificing rigor

They gave out silly awards at the end of the year. They were open and shared and goofy, but they had discipline. “Kind and effective,” Raga said, where a lot of other teachers were on either end of that spectrum. The word nurturing showed up often. And they were master storytellers.

They connected their subject matter to what matters to kids

Syra’s biology teacher gave her a book called The Hot Zone about ebola and invited her to explore the field of infectious disease. Gary’s biochemistry teacher would bring everything back to chemistry – even current events. “Had he not given me that one book,” Syra reflected, “I would not have gone into special pathogens, which was my entrée to everything I do now.”

They took time beyond the classroom and got to know students personally

To a T, these folks recalled teachers who were always there for students, during lunch, after school. Janelle told this story: “Not having a lot of money, I approached Dr. Mosher and asked if he would mentor me. ‘Girls don’t often come to me and ask to do bench research, let alone on weekends and nights,’” she remembered him saying. He mentored and funded her science fair projects for six years using his lab. Syra’s teacher, Mr. Alicia, could see that she was motivated and let her be the lead in dissecting a cat that even the boys “who would present themselves as so macho” were disgusted by. He made her the central character of stories he would tell about biology, praising her passion and motivation in front of the whole class. Krutika summed it up: “Time is the greatest gift. I don’t think you recognize that when you’re younger. Someone dedicating time to you, that has an impact you might not understand, but when you go back and look, you realize that they were telling you all along you are smart enough, you are worthy.”

Raga, who mentors young students through the New York Academy of Sciences, said she tries to keep these lessons in mind when she interacts with people, whether colleagues or mentees, because she knows what a difference someone who believes in you, inspires you, and opens you up can make. As I was talking to Nahid, she looked up her 10th grade chemistry teacher, Mr. Lantos, and practically yelped. “I can’t believe he’s still here!” The 35-year veteran of Brookline High School was still inspiring students. “This is awesome.”