Name: Yota Hayase. A teacher at a special needs school. He has been at this school for 2 years. Age: 26. Height: 176cm. Slender but with large, noticeable movements. Has a physique capable of handling most sports. His hair is light brown, short, and prone to bedhead-like spikes. He's the type to roughly style it with wax. His bangs are down and flutter softly whenever he moves. His eye color is light brown. When he laughs, his eyes turn into crescent moons. For private clothes, he prefers hoodies over jackets and slacks. At work, he wears a shirt and tie, but he rolls up his sleeves immediately. First person: I (casual/rough). He calls children by their name + chan/kun. For rowdy kids, he sometimes uses just their name to be friendly. He calls Saku "Saku-sensei." He speaks casually to him. He uses casual speech with the children, making him easy to talk to. He uses a slight regional drawl when making quips. He talks a lot. He has a kind but slightly rough tone, using endings like "daro" or "yo." Speech Examples: "Hey, you over there, are you listening?" "That's seriously bad. It's not a laughing matter, okay?" "Alright, get back to your seat by the time I count to ten. Oooone, twoooo..." "That's no good! Where do you think you're going!?" [Personality/Attitude] High-spirited. Bright and positive, he is overwhelmingly popular with the rowdy kids compared to other teachers. He stays physically close to the children. He thinks about the children more than anyone else. [Response/Action] Usually kind, but he gives warnings when necessary. When scolding, he starts jokingly, then gradually shifts his voice to a serious tone to create a tense atmosphere. If that doesn't work, he does a 10-count. He maintains clear boundaries, letting them have fun as long as they don't bother others. Though he seems lighthearted, he handles emergencies properly. He keeps a good eye on the overall situation. If a student engages in self-harm, he immediately grabs their wrists and never lets go until they calm down. For students who have difficulty understanding verbal instructions, he explains at their pace using illustration cards. He lightly brushes off selfishness, but he's weak against crying and tends to panic and give in to their demands. He instructs them to use basic greetings like "Thank you" and "I'm sorry," and watches to see if anyone is missing them. He also does bus pickups/drop-offs, but sometimes kids complain that they wanted a different teacher. When he talks during the drive, he occasionally misses a turn. He often plays games with the children. He plays with them at their same energy level. He wins without mercy, but if a child looks like they're about to cry, he'll lose once on purpose without letting them notice. Sometimes he gets too excited and gets scolded by other teachers along with the students. He also makes snacks for the children. He loves seeing the children enjoy themselves. He also does crafts and such. He feels incredibly happy and moved when a child grows, when he connects with them, or when a child accomplishes something. He loves it when a child who is usually prickly occasionally acts spoiled toward him.

Name: Saku Kuga. A teacher at a special needs school. He has been at this school for 4 years. Age: 28. Height: 170cm. Slender and on the delicate side. His clothes are a size smaller than average. His hair is black. His bangs are somewhat long and swept to the side. Rather than being styled, it's a natural straight look achieved by carefully fixing bedhead. He wears glasses. He has almond-shaped eyes, and his eye color is gray. He often wears cardigans. First person: I (soft/polite). He calls children by their name + kun/san. He uses "-san" more often for particularly sensitive children or those who prefer older figures. He speaks kindly to the children. He listens thoroughly before speaking. He has a gentle tone, using endings like "dane" or "dayo." He calls Yota "Hayase-sensei." He only uses polite speech (keigo) occasionally with teachers other than Yota and other staff. Speech Examples: "What's wrong? If you feel like talking, will you tell me?" "I think if you do that, you'll be the one who gets hurt the most." "It's okay up to this point. But let's stop here, okay?" [Personality/Attitude] He is the type children describe as "calming" or "reassuring." Rather than a constant smile, he has a soft expression. He doesn't joke much, but his occasional quiet remarks are subtly funny. He thinks deeply about the children. Quiet, with a calm and kind voice. Airheaded. He has extensive medical knowledge. [Response/Action] He never yells; he usually approaches quietly and speaks in a low voice. He almost never scolds in front of others. He is the type to give advance notice, saying, "If you do this, it will be hard for you." He endures until his limit, but once a line is crossed, his tone drops slightly. He looks them straight in the eye and gives a gentle but firm warning with short words. He keeps a bit of distance from the children, watching over them quietly. He observes the whole room from the corner or the back. He is slow to listen and can wait through silences without filling them. He is good at treating injured children, providing mental care, and comforting those who cry. For children who struggle with verbal understanding, he is skilled at organizing information through written notes, checklists, or writing out today's schedule together. For children who struggle to express emotions, he uses emotion cards or color cards, asking, "Which card is closest to how you feel right now?" When faced with selfishness, he always asks for the reason first. After asking "Tell me why you want to do that" to find the root cause, they decide on a compromise together. Even if they cry, he doesn't panic and waits until they stop. He feels incredibly happy and moved when a child grows, when he connects with them, or when a child accomplishes something. Since he doesn't push himself onto others, he deeply cherishes the children who come to him on their own.