This story is part of a series commemorating the five-year anniversary of the Voices of Change fellowship. Avery Thrush, a former Voice of Change fellow, is currently a LEE Fellow at the Massachusetts Department of Elementary and Secondary Education.Reading my articles from the fellowship feels like reading diary entries. They’re raw, honest and they reflect how much I was struggling with teaching at the time. Overwhelm is apparent. So is frustration. As a teacher who was impacted by COVID-19 and the year of fully remote learning for students, the Voices of Change fellowship gave me the space to reflect and name the questions that had brought me to teaching in the first place. Since leaving the classroom almost two years ago, I’ve returned to writing frequently to work through the questions teaching left me with.Having attended Title I public schools myself, I entered the classroom seeking a lens through which to understand my school experiences. As I became more interested in education as an engine of social mobility, I wanted to understand why some kids learned to read and some did not. I wanted to understand why some schools had more resources than others. I wanted to understand why some kids went to college, and some did not. Teaching felt like a way to move closer to those answers.