Staff Spotlight: Trio of Woodland Elementary School ESPs make for student support dream team

At Woodland Elementary School, there’s a student support room where young learners can go to take a break from the classroom if needed to re-center or get behavior support. And when students arrive in that space, they are greeted by one or more of the three young men who staff the room: Dezvious Ellis-Ristamaki, Sherrod Russell and Malik Wilson. 

This trio of student support ESPs (education support professionals) have become something of a dream team at the school, providing calm, caring mentorship at ages that help some students see them as more of an older brother type of role model. 

“In the past three years since they joined us, this team has strengthened and deepened our student support system in powerful ways, making a lasting and meaningful impact on so many of our students,” said Woodland Principal Terri Jackson. “Mr. D, Mr. Russell, and Mr. Malik bring a fresh perspective filled with energy, authenticity, fun and purpose. They show up each day as positive role models, openly sharing their stories and lived experiences to help students feel seen, understood and supported.”

All three entered the field due to an enjoyment of working with kids and a desire to help guide today’s young students. 

“I didn’t grow up with a lot of support, but I needed it,” said Ellis-Ristamaki, “so my motivation comes from wanting to give kids what I didn’t get.”

They like to take a proactive approach to working with kids that includes goal setting, charts and check-ins with students to communicate with them on a regular basis. On a typical day, students come to the support room as needed, and the three ESPs also make themselves highly visible to students throughout the school, supporting mealtimes, recess and other busy times in the building. They also jump in to assist in classrooms when additional help is needed. 

As for the support room itself, the three ESPs have made efforts to fine tune the space to create an ideal atmosphere for their visiting students. They took tours of other district schools last year to talk to others in their same job and see what equipment or toys might work well for Woodland’s support room. They brought several ideas back and now have a stationary bike and mini trampoline in the room, along with other calming spaces, toys and options for students to release some energy before heading back to the classroom. 

“Not every kid will re-center themselves in the same way, so we try to have different resources for them to get back into that zone so they can return to class,” Russell said. 

When asked what people should know about their role at Woodland Elementary School, Ellis-Ristamaki said that, while it may look like they are often just playing with the students, their interactions have broader intentions. 

“It’s not just play to play,” he said. “It’s play to grow, play to learn. The work we do is serious, and for certain students, we are their ‘people’ since they may not always have others to rely on. We help them learn to feel their emotions and talk about how to react to their emotions.”

“Their presence creates a strong sense of belonging and safety, and their influence reaches far beyond the moments they spend with students each day,” Jackson added. “Their work truly matters—and it is clearly reflected in the confidence, growth, and resilience of the students they support every single day.”