Q&A with Hassan S. Robinson ’91

Hassan S. Robinson ’91 is principal of Highland Elementary School in Manchester, Connecticut. Previously he served as the assistant principal at Bennet Academy in Manchester and taught at O’Connell Elementary School in East Hartford. Hassan has also taught at East Hartford High School, Sunset Ridge School, and O'Brien Elementary School — all in the East Hartford School District. He began his teaching career in Springfi eld, Massachusetts. Robinson also played minor-league baseball with the Houston Astros for fi ve years after getting his undergraduate degree. Hassan and his wife, Julie, have three children.

The struggles and triumphs of educators seemed especially highlighted in the pandemic era. How are teachers at your school holding up?

Teachers are perfectionists, and I tried to tell them that it was okay for once not to be. I would say, “This year we go with the fl ow.” I wanted to stay calm and lead by example. I would remind them that this is an unusual time and to be mindful of that when they start being too hard on themselves. But, yes, it was a roller coaster!

Sometimes we might hear, at the end of the school year, that teachers can’t wait for summer vacation. This year, I heard more often, “I want to get back to the classroom.” Our teachers came back to stickers on the fl oor and desk shields—a diff erent world.

We were fortunate to have a strong and innovative superintendent who centralized decisions in a way that made the path clear for teachers and administrators, and less politicized. We are a large district, roughly 7,000 students [2,000 would stay remote]. My school was fullyin person last November—220 in school and roughly 100 students who chose to stay remote. What are the other challenges as a principal?

The other challenge is our commitment to making diversity, equity, and inclusion part of the curriculum. We realized we needed to understand the kids in front of us. This has been something we have been challenging ourselves with for about seven years, from the books on the shelves to how we talk about race in the classroom. Our read-aloud books are hugely important. We feature titles such as The King of Kindergarten by Derrick Barnes to make sure our students—roughly 60% are students of color—see themselves. That work has to begin at the elementary school level.

Are there any takeaways from COVID, Lessons learned?

The importance of small classrooms, individualized attention, small group settings. Students were outside more. We had lunch tables outside. Seeing the joy in the student’s faces—playing and learning outside was great. Our students are so resilient. Our kindergarteners who began last year had not known something diff erent than a mask and a desk shield, but they did so well.

What would you say to current Cushing students who are considering a career in education?

Go into the career for the right reasons: 1. For the students, to develop them for the future. 2. For their families, to be an advocate and support for them as well. 3. As corny as it sounds, to build the future. These students are the future.

Who were the teachers at Cushing who made a di erence for you?

The Wennings — Marcy and Bill Wenning were like second parents to me. The day I was drafted (by the Houston Astros) in 1994, I actually wanted to go be somewhere I felt comfortable, so I drove to Cushing and to the Wennings. When the call came it was at their house!

Wayne Sanborn, who was Dean of Students at the time, was a mentor to students of color. Coach Wayne Hancock, Coach Rich Devin, and Coach Bret Torrey. All these amazing mentors. I always say that my year at CA was the year I grew from a boy to a man. It was my fi rst experience on my own—and I had the support system to succeed.

Why Spring eld College?

It was this huge family tree that led me to Cushing and to Springfi eld from the Hefeles (Hassan lived with Steve G’84 and Lynn Hefele at his high school), to the Wennings [Bill Wenning G’85 Springfi eld College] to the “Waynes’ [Wayne Hancock ’75 and Wayne Sanborn ’72]. They provided me with a blueprint. They all had connections to Springfi eld College!

I am currently involved with diversity, equity, and inclusion as part of a subcommittee of the alumni council of Springfi eld College. Our goal is to fi gure out how to better support our current Springfi eld students of color, and to create a mentoring program for alumni of color when they graduate. Our goal is to bring alumni of color back and to support them.

Do your students know about your baseball career? Is it something you downplay or highlight?

I don’t really bring it up. Sometimes the parents might and I’m always happy to talk. In the end it’s more important to me to be known as the principal.

For many student-athletes, playing professional baseball is the dream and you got to live it. What do you think people would be most surprised to learn about your experience?

That it’s a daily grind, a job, and a lot of pressure. Don’t get me wrong— it was amazing and I’m so grateful for the experience—but it’s a day-to-day job and a lot of work.

What advice would you give Cushing students who will be playing at the college level?

Enjoy it! Cherish the experience because it goes by so fast and is over soon. Enjoy the friendships, especially because they are so precious. Just appreciate the experience. So few athletes will go professional after college. And have a priority list—take one day at a time. It’s a privilege to be a college athlete.

Final thoughts on Cushing?

Cushing was a turning point for me. Cushing saved me. I had the support system, so I knew I could not fail. I was able to succeed academically in a way I hadn’t before. That one year meant so much to me and had such a great impact. I still keep in touch with friends—I talk to Stratos Costalas ’92 all the time!