Nevien Fahmy, a dedicated educator with 28 years of teaching experience, has spent the last 13 years energetically shaping young minds and contributing to the learning culture of Antioch High School.
As an Arabic language teacher who also spent years serving as an English Learners co-teacher, Fahmy collaborates with fellow teachers to develop innovative language instruction strategies, fostering student engagement in multilingual learning environments. 
Her journey began in Cairo, Egypt, where she taught language in a private school for eight years before emigrating to the United States. Despite holding advanced international degrees, she had to meet additional educational requirements to teach in the U.S., leading her to earn a degree from Cumberland University, a master's degree from Trevecca Nazarene University, and specialty certifications from Lipscomb University.
Her decision to become an educator was influenced by her family's strong academic background. Both of her parents hold advanced degrees, and her father's career in academic leadership inspired her to transition from pharmacy to teaching.
"It wasn’t too hard of a switch,” Fahmy reflects, “because I love teaching."
Passion for Social-Emotional Learning
Fahmy is particularly passionate about incorporating social-emotional learning strategies into her teaching. She believes these strategies are essential not only for academic success but also for students' overall well-being and development.
Her favorite framework is the Collaborative for Academic, Social, and Emotional Learning, which includes five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
"I teach my students that they should know and apply the five competencies for academic success in school, health and wellness, their civic life, and in any kind of situation, including their professional careers," Fahmy says.
Innovative Teaching Strategies
As part of SEL strategies, Fahmy has employed the Sheltered Instruction Observation Protocol, or SIOP, in her teaching for the last 21 years. This model helps English Learners access and understand academic content while simultaneously improving their language skills. The goal is to create a supportive and engaging learning environment in which these students can access the same curriculum as their native English-speaking peers.
Combining SEL and SIOP has proven highly effective in Fahmy's classroom, earning her recognition from school leadership. Gibson Keith, District Lead World Language Coach, praises her dedication.
"Fahmy is an incredibly devoted teacher who goes way above and beyond for her students as well as colleagues,” Keith says. “She is always prepared for her students academically and holds the bar high in terms of rigor and expectations. She is an expert in terms of social-emotional learning, making her an incredible asset to Antioch High School and MNPS."
Fahmy also integrates Stephen Krashen’s theory of second language acquisition and Lev Vygotsky's sociocultural theory into her teaching. She believes this combination ensures all her students are known and supported.
"School is more than learning and grades – it’s about building relationships and supporting one another," she says. "What I love about teaching is witnessing my students' linguistic growth and confidence, whether they are learning to express themselves in a new language or discovering connections between their native and target languages. Student progress truly inspires me."
Beyond the Classroom
Fahmy is a married mother of two sons and enjoys serving the elderly community. She frequently visits convalescent and retirement homes to offer support and companionship, showcasing her SEL competencies in making a difference in the lives of others. She also serves as a Sunday school teacher.
Fahmy's multifaceted approach to teaching, combining language instruction with social-emotional learning, has made her a beloved and respected figure at Antioch High School. Her strategies for success, rooted in empathy and academic rigor, can serve as a model for educators everywhere.