Meet Chad Coleman, a special education and chemistry teacher at West Chicago Community High School. While students might see him discussing science in the classroom, his path to teaching began in a different field: landscape architecture.

A landscape architect is not the same as a landscaper, who does not require a state license. Landscape architects must consider factors that impact public health, and they possess higher technical knowledge of plants and structural design. The profession involves planning, designing, managing, and nurturing natural and built environments.

Coleman worked in landscape architecture for 25 years before a new opportunity steered him toward education. He took a substitute teaching job on a whim and discovered a new passion.

“I went in there, and it was crazy, man. They really needed help, so I did it for a couple of days. I really liked it and thought, ‘Maybe I could switch,’” Coleman said.

Now, he teaches during the school year and returns to landscaping in the summer.

Originally an art major at the University of Illinois, Coleman felt he couldn’t compete with other artists and was drawn instead to landscape architecture. He worked in the industry for 25 years and says his career change was accidental.

“I needed a job in the winter, so I tried substitute teaching. I didn’t even know I wanted to be a teacher,” he said.

Coleman gradually embraced teaching and returned to school at Lewis University, where he earned a master’s degree in teaching.

While the switch to education came with challenges, Coleman found joy in connecting with students and teachers. “I really liked the kids and the other teachers. Being part of a team was great because, in landscaping, I was always by myself. Having smart, supportive people around you is a great feeling,” he said.

Special education teacher Josh May has worked with Coleman for five years and considers him a mentor.

“Working alongside him is a huge pleasure because of how helpful, knowledgeable, and friendly he is. He’s given me great advice on navigating the daily challenges of the job,” May said.

Coleman’s journey wasn’t without personal challenges. Fifteen years ago, he was diagnosed with ADHD, a condition that wasn’t widely understood at the time. Looking back on his youth, Coleman recalls getting into trouble at school, unaware that it was due to difficulty staying focused. This struggle persisted into college, where he knew the material but couldn’t perform well on tests.

“I remember in college, I’d take a test, and when I got it back, I’d see my handwriting and think, ‘That’s my handwriting?’ But I couldn’t imagine answering the questions that way,” Coleman said.

After graduating, Coleman saw a doctor and was diagnosed with ADHD. With this new understanding, he felt a sense of relief. “Learning ADHD was part of my challenge, I didn’t feel stupid anymore. I realized I had something to figure out, and I finally did,” he said.

Returning to college for his master’s degree, Coleman earned straight A’s for the first time in his life, equipped with the knowledge of how to manage his ADHD. While he pursued his teaching degree, he also navigated the pressure to follow in his father’s footsteps, which he resisted.

“My dad was very successful in his business and wanted me to do the same, but it wasn’t my thing. We didn’t always see eye to eye, and I think he was disappointed I didn’t do what he did,” Coleman said.

Interestingly, Coleman and his father share an ADHD diagnosis. “The doctor told me, ‘You probably have other family members with it too,’” he said.

Coleman wants people to know that ADHD is not a disease; it simply means the brain processes things differently. “Accept yourself for who you are, and you’ll find there are a lot of