As graduation season unfolds across California, thousands of students are preparing to take the next step toward college, the world of work, and adulthood. For many Latino students, that path did not begin with a college acceptance letter or a career preparation program. It started much earlier, when an educator helped them recognize their own potential.

Research has shown that students benefit when they see themselves reflected in the classroom. But the impact of Latino educators and school leaders goes beyond representation. These educators often bring a deep understanding of the communities they serve, helping students feel seen, supported, and motivated to achieve goals they may never have imagined possible for themselves.

At New Designs Charter University Park High School in Los Angeles, this philosophy is an integral part of the school culture. More than 85% of students are Latino, and educators intentionally work to create an environment where young people feel connected to their school, their culture, and their future.

Principal Stephen Gyesaw describes the school's approach simply: “Students succeed when they are seen, known, respected, and encouraged by educators who understand their reality, honor their culture, and believe deeply in their future.”

That conviction produces extraordinary results, and parents can see those results reflected in their children's success.

"The teachers cared about my son. They understood him and they understood our community. They encouraged him, supported him and always expected him to do his best. As a mother, that means a lot to me," said Donna Fernandez, whose son Jeremy graduates this week.

Jeremy was accepted to several universities, including UCLA, UC Berkeley, USC, UC Irvine, and UC Riverside, and plans to study law.

This year, New Designs Charter achieved a 96% graduation rate. 82% of seniors were accepted to four-year universities. Perhaps even more impressive is that 97% of graduates are the first in their families to pursue college.

For many students, confidence grows when they see others like them achieve success.

New Designs students see their peers accepted into universities such as UCLA, UC Berkeley, UC Irvine, and USC. Younger students look at those achievements and begin to imagine a similar future for themselves. Success becomes something tangible.

Teachers also help students develop confidence by connecting learning to real-world opportunities. Thanks to a partnership with Los Angeles Trade-Technical College, students can earn college credits while still in high school. This year, 21 students completed a healthcare certificate program and graduated with a post-secondary credential in their hands.

The school's career paths in healthcare, engineering, finance and law expose students to careers they may never otherwise consider.

Equally important is how educators help students confront challenges that exist outside the classroom.

Many students come from working families. Some are learning English. Others combine family responsibilities with ambitious academic goals. Educators who understand those experiences are often better prepared to provide support, guidance, and motivation when students need it most.

Spanish teacher Rigoberto Portillo knows many of those challenges firsthand. He came to the United States at age 14 without speaking English. Today, students frequently ask him how long it took him to learn the language and succeed in school.

“I see myself reflected in them,” Portillo said. "They tell me: 'I want to be like you. I want to learn English and get to where you have arrived.'"

For students who may be the first in their families to navigate the American educational system, seeing someone who shares similar experiences can be transformative. It reminds them that their origins are not an obstacle to success, but rather are part of their strength.

That is the power of seeing yourself reflected.

It is not simply about sharing a language, a culture or a common origin. It is about helping young people believe that they have a place in university classrooms, in professional careers and in leadership positions. It's about creating schools that foster the confidence to pursue opportunities that previous generations may never have had.

As California celebrates this year's graduates, we must also celebrate the educators whose guidance, mentoring, and trust in their students made those achievements possible.

When students can see themselves in the people who run their schools, it is easier for them to imagine a future full of possibilities.

(*) Myrna Castrejón is the president and CEO of the California Charter School Association (CCSA).