How Jesse’s students helped him better understand himself

For saxophonist and music educator Jesse Bowden (LDP Cohort 2024), teaching has always been about more than helping his students master an instrument. It’s about creating a space where young people feel safe enough to experiment, fail, laugh and grow.

But what he didn’t expect was that teaching would help him better understand himself in ways he never anticipated.

“Teaching has been an incredible learning experience; not just in the classroom, but in understanding myself. Kids pick up on the vibe of their teachers, and they aren’t afraid to point things out,” Jesse reflects.

When students helped him see himself differently

Jesse was recently diagnosed with ADHD. “The only reason I pursued a diagnosis was because some of my students were going through the same process and they observed my ‘quirks’,” he says.

While his students’ observations were confronting, their honesty prompted him to seek an ADHD diagnosis.

“Because I want to be the best educator I can be and be an emotionally safe person for my students , I wanted to deal with it, and it’s been a blessing, because it has completely changed my perception of myself,” says Jesse.

“For years, I guarantee that 90% of my school reports said: ‘Great person, great sense of humour, gets great results but if they applied themselves more, they could be achieving a lot more’.”

Finding the positives of the diagnosis

“That stuck with me, as if I was always falling short of what I could be. But now after getting the diagnosis, I see the positive benefits,” says Jesse.

“I’ve stopped fighting parts of myself and started working with myself, not against myself.”

Understanding his own neurodivergence has also deepened his understanding for his students who learn differently.

“Some of my students are the spitting image of what I was like in high school. I remember being berated for the same traits, so it’s given me some really great insight into my teaching practice,” says Jesse.

Journey into teaching

Jesse’s journey into teaching began after completing his Bachelor of Music and spending several years working in disability support. During that time, he stayed connected to schools through tutoring, eventually taking on a role as a Teacher’s Assistant in a music department.

It was there that a mentor encouraged him to become a teacher, which is when he discovered Teach For Australia, allowing him to earn and learn on the job and come out with a Master of Education.

Since then, Jesse’s strength in relating to his students has become a hallmark of his teaching practice.

“My strongest attribute is building relationships with my students; it comes naturally to me, although I put a lot of effort into it. I deeply value these connections because I know how powerful they are, especially for kids who may struggle to relate to adults,” he says.

Receiving an ACEL Early Career Teaching Award

This commitment was recognised last year when Jesse received an ACEL Early Career Teacher Award – an honour he’s still learning to accept.

“I’m one of those people who struggles to recognise my own achievements. Receiving an award like this made me take a step back and reflect. It meant a lot to me to be recognised by the people I deeply respect.”

Turning curiosity into creativity through music

Jesse recently created a program called Kurious Beats, where his students write a song, record it and then create a music video. The program was made possible by a successful grant application through the Tasmania Community Fund.

When asked what the most rewarding part of his teaching career has been so far, he points to the times he’s been able to help a student who struggles in a traditional classroom setting realise that it’s okay to make mistakes.

“When a student tries something on an instrument and it clicks for them and they turn to me, smile, and I see that glimmer in their eye. That, for me, is priceless. It makes me a little teary just thinking about it.”