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When Nuril Kingsley began searching for better support for her autistic son, she did not know the journey would eventually lead her into a classroom of her own.

Kingsley, an enhanced autism teacher at Fairhill Elementary School, grew up in Indonesia. When her son Danny was about 3, she noticed that he was not reaching childhood milestones in the same way his two older sisters had.

She began researching autism spectrum disorders and looking for services. In 2005, the family moved to the United States in search of stronger support for Danny, who was then 4.

Child Find confirmed his autism diagnosis, and the family pursued nearly every available form of therapy. Information was harder to find at the time, Kingsley said, and her doctor offered little guidance. To make informed decisions about Danny’s care and education, she began teaching herself about autism.

Danny attended Fairfax County Public Schools’ Preschool Autism Class and Enhanced Autism Class. When he continued to struggle, Kingsley homeschooled him for two years. He returned to public school in fifth grade, where an early autism teacher made a lasting impression on the family.

Turning Experience Into a Career

That teacher helped inspire Kingsley to enter special education. She approached the profession by asking herself what she would want from someone teaching her own son.

Another influential teacher at Poe Middle School demonstrated what strong cooperation between families and schools could accomplish. Kingsley described the educator as “phenomenal,” particularly when working with parents.

Determined to become a teacher despite having only vocational training in tourism, Kingsley enrolled in George Mason University’s special education program. Starting over academically felt daunting, especially while raising a family.

She studied intermittently for five years before graduating and beginning work as a multiple disabilities teacher. Danny was in high school by then.

Although Kingsley initially believed she was well prepared, the classroom showed her how much more there was to learn. She found that teaching required constant growth, openness and intentional effort—and that the work became more manageable each year.

After four years in the profession, Kingsley realized she was frequently helping students with behavioral challenges. Wanting to contribute more effectively, she pursued additional education in Applied Behavior Analysis. She completed the program in fall 2023 and is working toward board certification.

Supporting Families as Well as Students

Six years into teaching, Kingsley sees her role as extending beyond students to their parents. She describes that part of the job as both uplifting and empowering.

Remembering how isolated parents can feel, she is starting a support group for the families of her students. The group is intended to give parents a place to exchange resources, encouragement and hope.

Before entering education, Kingsley was the parent searching for assistance. Now, she is grateful to offer other families some of the support she once needed.

She continues learning from colleagues, parents and students. Danny, however, remains one of her most important teachers.

Kingsley credits her son with teaching her resilience and patience as she watches him overcome challenges. She also believes some lessons about raising an autistic child cannot be learned from a book and can only come through lived experience.

A Deep Belief in Public Education

Kingsley regards education as sacred and places strong faith in both schools and communities. She wants school to be a place where students feel safe, supported and able to learn.

To her, teaching is part of building a better society, while public schools serve as a resource for generations of families.

Whether living in Indonesia or Fairfax County, Kingsley has sought to create community wherever she goes. At Fairhill, that means helping foster an inclusive environment where students of every ability—and their families—have the support they need to succeed.