When I think about Megan Lambert, I remember a young woman who knew where she belonged and what she wanted to do with her life. She wanted to teach. More specifically, she wanted to return to her hometown of Bend, Oregon, and make a difference in the community that helped shape her.
And she did.
Megan, an alum of Boise State University’s TRIO Teacher Preparation Program, fulfilled her dream of becoming an educator. Her life was tragically cut short in the recent school shooting in Bend, where she had dedicated herself to teaching and caring for children. Her death has left our community grieving an extraordinary loss. As we remember Megan, I want us to remember the life she chose, the relationships she built, and the determination that carried her from an aspiring teacher at Boise State to a classroom of her own.
Her story also reminds us that the Federal TRIO Programs matter because the people who receive help from these programs go on to strengthen entire communities.
I first met Megan in August 2022, shortly after joining TRIO Teacher Prep as a program coordinator. One of my earliest activities with students was a rafting trip at the beginning of the academic year.
Megan was there with a group of fellow aspiring teachers. What stood out to me was the closeness they shared. They were classmates in Boise State’s teacher education program, but they were also part of a TRIO community where students encouraged one another and found people who understood their experiences.
It was beautiful to see.
Although I did not have the opportunity to work extensively with Megan one-on-one—she was completing her professional year and spending much of her time student teaching—I remember how engaged she was with her peers and the opportunities available to her. She participated in professional development experiences, including SXSW EDU, and took an active interest in the broader educational community.
Her educational specialist, Melissa Miller, worked closely with her. When we recently reflected on Megan’s time at Boise State, Melissa remembered a student who was deeply committed to becoming a teacher and determined to return home to serve her community. That determination was important because the path to becoming an educator is demanding.
Students preparing to become teachers must navigate rigorous academic and professional requirements. At Boise State, that includes maintaining academic standing, applying for admission to teacher education, completing required assessments, and progressing through classroom placements and student teaching. The process can be especially challenging for students who are balancing coursework with employment, financial responsibilities, or other commitments. Megan worked hard to meet those expectations. She stayed focused on her academic progress and persisted through the requirements necessary to enter the teaching profession.
Melissa supported Megan as she prepared for required examinations and navigated important milestones in her teacher preparation journey. Like many of the students we serve, Megan received help from having someone who could explain complex requirements, help her find resources, advocate for her when necessary, and encourage her to keep moving forward.
What I remember most about Megan’s journey is her persistence. She knew what she wanted, and she continued working toward it. After graduation, Megan spent several years substitute teaching before securing a permanent classroom position in her hometown. She stayed committed to the profession and to the community she wanted to serve.
There is something deeply meaningful about that choice. Megan could have pursued many paths, but she wanted to return to a place she knew and invest her talents in the next generation.
Megan’s journey reflects the mission of Boise State’s TRIO Teacher Preparation Program, a federally funded Student Support Services initiative that helps eligible students prepare for careers in education. The Department of Education funds our program to serve 140 first-generation college students, students from low-income backgrounds, and students with disabilities. Our participants include students entering college directly from high school, transfer students, adult learners, and students who discover their interest in teaching after beginning college.
Through academic tutoring, preparation for required teacher certification examinations, individualized guidance, and collaboration with teacher education faculty and advisers, we help students navigate a challenging pathway toward graduation and professional preparation.
When a student meets an obstacle, our responsibility is to work together to help the student find a path forward. I often say that it takes a village to help students succeed. TRIO Teacher Prep is one part of that village. And when a student becomes a teacher, the impact of that investment multiplies. One aspiring educator who completes a degree may go on to teach hundreds or even thousands of children over the course of a career. Those students, in turn, carry the lessons, encouragement, and opportunities they receive into their own futures.
My commitment to supporting aspiring teachers comes from my own experiences. I came to the United States as a refugee from Bosnia and learned English when I was 21 years old. When I arrived, community organizations, educators, and others helped me find my footing in a new country. College became a second home. I was a first-generation college student from a low-income background. Although I was not a TRIO participant, I understand how important it is to have people who make you feel welcome, help you navigate unfamiliar systems, and encourage you to pursue your goals.
Those experiences inspired me to become an educator and eventually to work with students who are finding their own paths through higher education. Before joining TRIO Teacher Prep, I taught English learners, including international students, immigrants, and young people from refugee backgrounds.
Through that work, I learned that academic instruction is only one part of education. Students also need connection, belonging, encouragement, and people who recognize their potential. That understanding continues to shape my approach to TRIO. We help students learn to advocate for themselves. We connect them with resources and opportunities. We support them through difficult moments and celebrate their accomplishments. Most importantly, we strive to create a community they can depend on. Megan was part of that community. And she carried its spirit into her own work as an educator.
In the days following Megan’s death, members of the TRIO community gathered at a regional NAEOP professional meeting and observed a moment of silence in her memory. It was difficult to find the words. How do we adequately honor a young educator whose life ended so suddenly? How do we reconcile the promise of a career devoted to children with the violence that took her away from them?
I do not believe there are easy answers. But I know that Megan’s life deserves for us to remember it for the purpose with which she lived it. She was a dedicated student, a supportive peer, a proud member of the TRIO community, and a teacher who fulfilled her dream of returning home. She chose a profession built on patience, compassion, and a belief in the potential of others.
Her commitment to her students, including the courage she showed in her final moments, reminds us of the extraordinary responsibility educators carry every day. At Boise State, we are exploring more ways to honor Megan’s memory and ensure that future aspiring teachers can learn from her example. As we consider how best to recognize her, I keep returning to the importance of providing students with opportunities to pursue the lives and careers they envision.
Our world is constantly changing, sometimes in ways that leave us feeling uncertain or unsafe. But educational communities can provide something enduring: a place where students feel grounded, supported, and encouraged to keep going. That is what I want TRIO to continue providing.
When future participants enter our program, I hope they will understand that perseverance matters, that relationships matter, and that choosing to serve others can have an impact far beyond what we may ever fully see. And I hope they will recognize that the investment we make in aspiring teachers is an investment in the children, families, schools, and communities those teachers will one day serve.
Megan’s dream was to return home and teach. She achieved that dream. Now, as we remember her, we must continue helping the next generation of aspiring educators achieve theirs.
That is how we honor Megan’s life. And that is why the work of TRIO is still so important.
Mr. Evin Subasic is the director of the TRIO Teacher Preparation Program at Boise State University.