Using Her Superpower: Maecie Haas’s Journey at VSVA

At age three, Maecie Haas was diagnosed with autism. From the beginning, her family chose to frame that diagnosis not as a limitation, but as a strength—something that shaped how she experiences the world, learns, and connects with others. Over time, that perspective became part of how Maecie sees herself: not defined by her diagnosis but informed by it.

“I am a huge autism advocate,” she says. “I’ve advocated for autism, I’ve advocated for myself, and I’ve advocated for other people.”

Recognizing What Wasn’t Working

As Maecie progressed through school, she began to realize that traditional in-person classrooms weren’t aligned with how she learned best. The structure, pacing, and social environment created barriers that made it difficult for her to fully engage and feel supported. Rather than trying to force a fit, she began thinking more intentionally about what kind of environment would actually work for her.

By the time she was 11, Maecie had already begun advocating for herself, starting conversations with her family about exploring alternative schooling options that might better meet her academic and personal needs. Her experience as a neurodivergent student played a central role in that decision. She describes feeling as if she couldn’t fully connect or belong in a traditional classroom setting.

“Me being autistic and dealing with all of that… being different than other people was a huge thing,” she said. “I felt like I really couldn’t fit in.”

Rather than allowing those challenges to define her, Maecie focused on finding an environment where she could thrive.

“I was open to a school that would actually protect me and was more student-focused,” Maecie explained. “Where the administration was good… all of that was really important to me.”

Finding the Right Fit at VSVA

That search led her to Volunteer State Virtual Academy (VSVA), where she found a learning environment that better matched her needs and gave her room to grow.

One of the biggest differences she noticed right away was the level of connection with teachers and the structure of her classes. Smaller class sizes and the virtual format created more opportunities for one-on-one interaction and personalized support.

“I really like how the classes are a lot smaller and the teachers get to connect with us more,” she said. “They actually listen to our opinions and give us more one-on-one help.”

That sense of being heard has made a meaningful difference. Instead of navigating a crowded environment where it’s easy to feel overlooked, Maecie can engage more directly, ask questions, and receive feedback that helps her better understand the material. She also points to the overall culture of VSVA as a key factor in her experience.

“The people are a lot nicer and more understanding,” she shared.

Getting Support, Growing Confidence

Being able to approach her coursework in a way that fits her learning style has played an important role in Maecie’s success by helping her stay organized and more confident academically. Support systems like her 504 plan have further strengthened that foundation, giving her access to accommodations that make learning more accessible.

“It was a lot easier of a process,” Maecie said. “And it’s helped me understand things a lot better.”

Just as importantly, VSVA has given Maecie opportunities to stay engaged beyond the classroom. She is a member of student government and is currently running for class president—an experience that reflects her growing interest in leadership and advocacy.

“I made student government very recently,” she said. “I’m running for class president, which I’m very, very excited about.”

Her leadership journey isn’t new. Maecie has long been involved in civic engagement, including serving as an ambassador in her county for several years, where she worked alongside local leadership and participated in community initiatives.

Looking Ahead with Purpose

Throughout her journey, Maecie has remained grounded in who she is and what she wants to achieve. She speaks openly about her autism but also makes it clear that it is just one part of her identity.

“I don’t want it to define me,” she said. “I don’t think it should be a huge thing.”

Her family has reinforced that mindset from an early age, encouraging her to view her autism as a strength. “It’s her superpower,” her mother shared. “And she uses it.”

Looking ahead, Maecie has set ambitious goals for her future. She plans to attend the University of Alabama, where she will study sports management with a minor in business. Her long-term aspiration is to pursue a career with the WWE, eventually stepping into a leadership role within the organization.

“I really want to be in the WWE,” she said. “And then after that, I want to use the education I’ve gotten to be its first ever female CEO.”

Maecie Haas’s journey reflects what becomes possible when a student finds an environment that aligns with how they learn and who they are. At VSVA, she’s been able to build confidence, grow as a leader, and engage more fully in her education; turning what once felt like barriers into the foundation for her future.

Want your student to develop and engage their superpower? See what VSVA can do!

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