Lidia M. Wallace Memorial Scholarship

Grunts, sniffles, whispers. Those sounds filled my childhood classroom, they are the quiet language of struggling learners like me. At the time, reading felt like navigating a maze of words that had no exit with letters jumping around on pages and words mocking me. Alone in this maze, I was left out by my classmates and dismissed as another stubborn student by my teachers. Navigating reading until a few years ago was the loneliest experience I have ever had, and I was convinced that I would never find the exit and pursue the excellence I knew I had within me. All I needed was someone to guide me through this maze, but without the support systems and resources I needed, I had to find my own way out. That’s why I want to teach. I have always dreamed of, and envisioned myself, becoming the supportive teacher I needed. Living with a learning disability and ADHD has shaped the way I understand education, which is not a black and white system, but rather a powerful tool that uplifts every learner. I know what it feels like to be overlooked and to be seen as a problem instead of a person, but I also know how transformative it is when someone chooses to understand you instead. And while I became that person for myself, I never want anyone to ever feel like they are all that they have. For me, I can pinpoint the moment when I knew that I was going to accomplish this by becoming an educator. It was when I met Colin, a complex blend of stubbornness, yet passion at the same time. As an intern at my school district’s summer academy, I work hands-on with students who struggle academically, but grades are never the true struggle. When I met Colin, sitting in timeout with a shut storybook in his clammy hands as he huffed and puffed, I immediately saw what no teacher had ever seen in me: a kid trying their hardest. From there, for the rest of the summer we worked together to teach other ways to navigate through the same maze, tracing each line of every book with our fingers and rereading when we needed to. And while I am still navigating this maze myself, I know that I have the excellence within me to guide others through their own. That’s what I want to create—classrooms where turning the page is possible, even if it takes time and endless hours of finger tracing. This fall, I’ll begin studying education, history, and linguistics, an academic path that reflects my journey and my passions. Through the study of linguistics, I hope to understand the science behind language and reading to ultimately help students just like me. My ambition is to be more than a teacher, but also an advocate, a researcher, and a mentor. Most importantly, I want to innovate inclusive education. I want to create spaces where all learning styles are embraced, and disabilities aren’t seen as stubbornness, but as strengths. One day, I hope to design a reading curriculum that teaches more than literacy skills, but also fosters empathy. I want to build classrooms that prioritize the students in it, regardless of their journey. Though my disabilities have challenged me, they have also taught me resilience and compassion. I carry these lessons into every page I turn, every story I write, and every student I hope to one day teach. Now, I write my own chapters and in them, every child is valued, every struggle is seen, and every voice is heard.

Growing up, school was always more than just a place to learn for me—it was a safe space, a second home, and where I began to understand the power a great teacher can have in a student’s life. As a first-generation Hispanic student, I didn’t always have someone who understood my background or spoke to my experiences. That’s one of the biggest reasons I want to become a teacher—I want to be that person for someone else. I want to be the kind of educator who not only teaches but listens, supports, and believes in the potential of every student who walks through my door. From a young age, I found myself naturally drawn to helping others, whether it was explaining homework to classmates or guiding my younger relatives through their schoolwork. I loved finding ways to make things “click” for someone, and I started to realize that teaching wasn’t just something I was good at—it was something I genuinely loved. I’ve seen how powerful education can be when students feel supported and understood, and I want to be the kind of teacher who creates that environment every single day. As a student myself, I’ve had the privilege of learning from a few truly inspiring teachers—people who took the time to understand me, pushed me to do my best, and helped me believe in myself even when I was unsure. Their words and encouragement have stayed with me through the years, and their example is what motivates me to follow the same path. I want to give back what was given to me—hope, support, and the belief that I can achieve anything I set my mind to. My background has shaped my perspective in a powerful way. I know what it feels like to be the only one in a room who’s navigating the college process for the first time or trying to explain school paperwork to family members. I understand how difficult it can be to stay motivated when the road ahead feels uncertain. That’s why I’m passionate about becoming a teacher who not only educates but uplifts and advocates for students like me. The classroom is where lives are changed, and I want to be part of that change. I want to create a space where students feel safe, challenged, and empowered to dream big. I believe every student deserves a teacher who sees them, hears them, and fights for their success—and I hope to be that kind of teacher one day. Being awarded the Lidia M. Wallace Memorial Scholarship would mean so much to me. It would not only help ease the financial burden of college but would also be a step forward in my journey toward making a difference in the lives of future students. I want to honor the legacy of Mrs. Wallace by dedicating myself to a career in education and giving my future students the same kind of support and inspiration that changed my life.

Education is coveted where it is not easily had. Those that have the privilege of not fighting for it rebel against the forces that push them towards it. There are children taking dangerous trails to a schoolhouse because they thirst for knowledge. Because it’s understood that knowledge is what progress is made of. For many, education is a requirement. Education is dull and useless. The unmitigated importance of education is lost in the responsibilities that surround it. For others, knowledge is a power to rival gods. The opportunities granted with education stand between servitude for corrupt leaders and the ability to provide yourself with a stable foundation to build your life off of. I desire to work in the education field because I understand how important literate competency is. I need to provide my students with structure and a creative outlet. I need to teach my students what kindness and compassion is. I need to be a positive role model for children because too few have one. I want to teach my students that their education should never be taken for granted. I want them to understand that to learn is to grow. To learn is to live. To learn is to be. To begin with, I am pursuing a career in elementary education because I want to give my students the building blocks necessary to continue expanding their knowledge. I also want the children I teach to develop creative hobbies and interests by incorporating hands-on activities and projects in my classroom. I understand that many kids learn better when interacting with their concepts physically and I want to offer multiple opportunities for my students to digest the foreign information properly. My goal is to provide them with the tools they need to grow. Secondly, I have witnessed too many children struggle with overwhelming emotions. I understand that as a teacher, one of my responsibilities will be in the form of imitation. I know a lot of children will mimic behaviors they witness. I want to be able to teach my students that being gentle and kind are very important traits to develop. I want to help my students build habits that allow them access to a compassionate and empathetic mindset. I want to be a role model that makes them feel heard. Seen. I want to show them that my classroom is a safe place to develop new characteristics that benefit their mental health. To build off of that last goal, I know all too well that I will be teaching many children that don’t have that behavior modeled at home. I have a lot of preparing to do in order for my actions to be what is right for them. I know not every student will require the same care. Some will thrive by themselves and others will need me a little more. I will deal with a lot of behavioral issues. I want to be able to help my students through their problems without making them feel like one. I need to teach them that they all have value, regardless of where they come from outside of the classroom. In summary, it’s going to be stressful, but I want to make a difference. If not for the world, then for my students on an individual level. I want to be able to focus my attention on what items and projects will best intrigue my students. My students deserve an involved teacher. They deserve my full attention and patience. I have many goals, some more difficult than others, but my students will be worth every second of it.