Mental health is one of the most overlooked issues in our communities, especially for young people. It’s often invisible, misunderstood, or ignored until it reaches a breaking point. I know this not just from what I’ve seen in others, but from my own life. I have struggled with depression and anxiety, and there was a point in my life where I needed an entire year of intense therapy just to feel like myself again. That experience changed me. It forced me to slow down, to reflect, and to understand how important it is to have support when you’re struggling. It also showed me how many people are silently going through the same thing without access to the help they need. My understanding of mental health became even more real through my family. I have been in situations where I had to step in and stop my sister from taking her own life. That is something that stays with you. It’s not something you forget, and it’s not something you can look at lightly. In those moments, I realized how critical it is to have someone there—someone who listens, who cares, and who doesn’t give up on you. Because of these experiences, mental health is not just something I care about—it’s something I actively advocate for. Through my work as a special needs aide in a middle school mod/severe classroom and as a Registered Behavior Technician, I see every day how mental health impacts students. Many of the students I work with struggle not only academically, but emotionally. Some have difficulty communicating their needs, while others experience frustration, anxiety, or behavioral challenges that stem from deeper issues. I make it a priority to create a space where they feel safe, understood, and supported. I also volunteer as a track and field coach at the middle school where I work, and even in that space, mental health shows up. I see students who doubt themselves, who are afraid to try, or who carry stress from things happening outside of school. I use that opportunity to build their confidence, encourage them, and remind them that they are capable. Sometimes, just having one person believe in you can make all the difference. Another experience that shaped my perspective was my car accident, which left me out of work for months. During that time, I experienced not just physical pain, but emotional stress and uncertainty about my future. It reminded me how quickly life can change and how important mental health support is during difficult times. That period of my life strengthened my empathy and deepened my commitment to helping others through their own struggles. As a woman pursuing a career in education, I want to continue addressing mental health by being more than just a teacher—I want to be a support system. I want my future classroom to be a place where students feel safe to express themselves, ask for help, and know they are not alone. I also want to advocate for more mental health resources in schools, especially for students who may not have access to support outside of it. Addressing mental health isn’t always about big programs or major changes—it’s about showing up consistently, listening without judgment, and creating environments where people feel seen and valued. That’s what I strive to do every day, whether it’s through my work, my volunteering, or my personal life. Mental health may not always be visible, but its impact is. And through my experiences, I’ve made it my mission to be someone who helps others carry that weight, even if just a little.

I’ve always known I wanted to make an impact, but over time I’ve realized that impact doesn’t have to come from just one path—it can come from building something of your own that helps others. My long-term goal is to become a teacher, but I also want to create something bigger than just a classroom. I want to build a business that supports students—especially those with disabilities or who come from difficult backgrounds—by giving them access to resources, mentorship, and support systems that I know can change lives. My educational background has helped shape this vision as well. I earned my AA in Business Management/Administration, which gave me a foundation in leadership, organization, and how to actually build and run something of my own. That experience showed me that I don’t have to choose between education and entrepreneurship—I can combine both. I can be a teacher while also creating programs and opportunities outside of the classroom that reach even more students. Right now, I’m already working toward that purpose. I work two jobs: one as a special needs aide in a middle school mod/severe classroom, and the other as a Registered Behavior Technician working with children with autism. These roles have shown me how many students are overlooked—not because they aren’t capable, but because they don’t have the right support. I’ve seen students go from nonverbal to beginning to communicate, and moments like that have completely shaped my vision for the future. The business I hope to create one day would focus on educational support services for students with special needs. This could include tutoring programs, behavioral support, mentorship, and even parent resources to help families better support their children at home. I want to create a space where students feel understood, safe, and capable—because I’ve seen firsthand how much that matters. I don’t want students to feel like they’re falling behind; I want them to feel like they’re being lifted up. Creating a legacy, to me, isn’t about recognition or success in the traditional sense—it’s about impact. It’s about knowing that something I built helped someone else believe in themselves. I think my legacy will come from the students I help, the lives I touch, and the people who feel seen because of the work I do. Everything I’ve been through—balancing school and work, facing personal challenges, and pushing through setbacks—has shaped my drive to create something meaningful. I also shine my light through the way I show up for others every day. I volunteer as a track and field coach at the middle school where I work, and that experience has been just as impactful as anything else I do. Coaching isn’t just about athletics—it’s about building confidence, teaching discipline, and helping students realize they are stronger than they think. I try to be someone my students can rely on, someone who encourages them even when they don’t believe in themselves yet. My experiences outside of work have also shaped my purpose. Supporting my family through difficult situations and navigating my own personal challenges has taught me resilience and empathy. I understand what it feels like to struggle, and that’s exactly why I want to create something that helps others feel less alone. I don’t just want to succeed for myself—I want to build something that creates opportunities, support, and hope for others. That is the legacy I want to leave behind.

I am currently pursuing a career in education with the goal of becoming a middle school math teacher, and everything I do right now reflects that. I work two jobs—one as a special needs aide in a middle school mod/severe classroom, and the other as a Registered Behavior Technician working with children with autism. Both roles have shaped not only my career path, but who I am as a person. They’ve taught me patience, empathy, and how powerful it is to show up consistently for others, especially when they need it most. Alongside my work, I also volunteer as a track and field coach at the same middle school where I work. Coaching has been one of the most rewarding experiences in my life. It’s not just about running times or technique—it’s about building confidence in students who don’t always believe in themselves yet. I see a lot of my students struggle, whether academically, emotionally, or socially, and being someone they can trust and look up to means everything to me. Watching them grow, push past their limits, and realize their own strength reminds me why I want to be a teacher in the first place. My journey has not been easy. I’ve had to balance school, work, and personal challenges, including being out of work for months due to a car accident. That experience tested me physically, emotionally, and financially. On top of that, I’ve faced challenges within my family, including supporting a loved one through addiction and being there during some of their darkest moments. These experiences forced me to grow up quickly, but they also gave me a deeper sense of compassion and resilience. Despite everything, I’ve stayed committed to my goals. Maintaining my education while working and supporting myself has required discipline and determination. I don’t take any opportunity for granted because I understand how hard I’ve had to work to get here. My experiences have shaped my work ethic, and I carry that into everything I do—whether it’s in the classroom, on the track, or in my personal life. This scholarship would make a meaningful difference in my life by easing the financial burden of continuing my education. Because I work to support myself, every bit of financial assistance helps me stay focused on my long-term goal of becoming a teacher. More importantly, it would allow me to continue investing my time and energy into the students I work with, instead of constantly worrying about how I’m going to afford school. I want to make an impact by becoming the kind of teacher who changes lives—not just academically, but personally. I want my future students to feel seen, supported, and capable, no matter their circumstances. I especially want to advocate for students with disabilities and those who may feel overlooked, because I know how important it is to have someone believe in you. Kalia D. Davis’s legacy of hard work, kindness, and dedication to excellence is something I deeply connect with. I strive to bring that same energy into my own life—showing up for others, pushing myself to grow, and never losing sight of my goals. This scholarship would not only support my education, but also help me continue building a future where I can give back to others in the same way that I have been supported.

Selected Passage: “The unexamined life is not worth living.” – Socrates Essay: The statement “The unexamined life is not worth living” suggests that a meaningful life requires self-reflection, awareness, and intentional growth rather than simply going through the motions. Socrates argues that without questioning our choices, beliefs, and actions, we fail to fully understand ourselves and our purpose. The deeper meaning of this quote is not that life without reflection has no value at all, but that a life without self-awareness limits personal growth and prevents individuals from becoming the best versions of themselves. At first, this quote can feel extreme. It seems to suggest that if someone is not constantly analyzing their life, then their life lacks meaning. However, Socrates is not trying to diminish people’s lives, but instead challenge them. He is emphasizing that growth comes from questioning—questioning what we believe, why we make certain choices, and whether we are living in a way that aligns with our values. Without this process, it is easy to fall into routines or follow paths that were never truly chosen, but simply accepted. This idea is especially relevant today, where it is easy to live passively. Many people move through life following expectations from family, society, or circumstance without ever stopping to ask themselves what they actually want. Social pressures, financial stress, and daily responsibilities can make it difficult to pause and reflect. Socrates’ message pushes against that. He encourages people to take control of their lives by thinking deeply about their actions and motivations, rather than just reacting to what is happening around them. Another important layer of this quote is accountability. Self-examination requires honesty, and honesty can be uncomfortable. It means acknowledging mistakes, recognizing flaws, and confronting parts of ourselves that we might rather ignore. However, this discomfort is necessary for growth. Without recognizing where we fall short, we cannot improve. Socrates believed that through questioning and reflection, individuals could develop wisdom and live more purposeful lives. This idea connects strongly to my own experiences. Throughout my life, I have faced challenges that forced me to reflect on who I am and what I want for my future. Balancing school while working two jobs, as well as dealing with personal hardships, has not always been easy. There have been moments where it would have been easier to simply push through without thinking too deeply about my situation. However, taking the time to reflect has allowed me to better understand my goals and the kind of impact I want to have. For example, working as a special needs aide and a Registered Behavior Technician has shaped my desire to pursue a career in education. Through these experiences, I have seen how important it is to be intentional in how we support others. Reflection has helped me recognize not only what I want to do, but why I want to do it. It has allowed me to develop a stronger sense of purpose and direction. Socrates’ statement also highlights that a meaningful life is not defined by external success, but by internal growth. It is not about simply achieving goals or meeting expectations, but about understanding oneself and making conscious choices. A person can be successful by society’s standards, but still feel unfulfilled if they have never taken the time to examine their life. Ultimately, the quote “The unexamined life is not worth living” is a call to live with intention. It encourages individuals to slow down, reflect, and take ownership of their lives. By examining our thoughts, actions, and values, we gain a deeper understanding of who we are and who we want to become. This process may not always be easy, but it is what allows us to grow, learn, and create a life that is truly meaningful.

Making a positive impact on the world, to me, starts with showing up for people in the moments where it matters most. I currently work as a special needs aide in a middle school moderate/severe classroom and as a Registered Behavior Technician (RBT) working with children with autism. Through these roles, I’ve seen how much of a difference patience, consistency, and genuine care can make in someone’s life. Many of the students I work with are often overlooked or underestimated, and being able to support them and celebrate their progress has shaped the way I see my purpose. One of the most meaningful parts of my experience has been working with a nonverbal student who is now beginning to make sounds and work on pronunciation. Moments like that may seem small to others, but they are life-changing for the student and everyone supporting them. It has taught me that impact doesn’t always have to be big or visible—it can be found in everyday progress and showing up consistently for others. In addition to my work in the classroom, I also volunteer as a track and field coach at the middle school where I work. Coaching has allowed me to connect with students in a different way. It’s not just about sports—it’s about building confidence, teaching discipline, and giving students a safe space to grow. I’ve seen students push themselves beyond what they thought they were capable of, and being part of that process is incredibly rewarding. My personal experiences have also shaped my desire to make a difference. Growing up with a sibling struggling with addiction taught me the importance of compassion and support. It showed me how much people need someone who believes in them, even when they are going through difficult times. That perspective is something I carry with me in everything I do. This past year also challenged me in unexpected ways after being involved in a car accident that left me out of work for nearly three months. During that time, I experienced physical, emotional, and financial stress, but I continued pushing forward. That experience strengthened my resilience and reminded me why I want to dedicate my life to helping others. In the future, I plan to become a special education teacher and continue advocating for students who need support the most. I want to create inclusive environments where students feel safe, valued, and capable of growth. I also want to continue mentoring and supporting students outside of the classroom, whether through coaching or other community involvement. Making a positive impact, to me, isn’t about changing the whole world at once. It’s about changing someone’s world—helping them feel seen, supported, and capable. Through my work, my volunteer experience, and my future career, I am committed to continuing that impact every day.

I have always loved working with numbers. Ever since I was younger, math has been the subject that made the most sense to me. There’s something about it that feels consistent and reliable—no matter how complicated a problem looks at first, there is always a way to break it down and find the answer. That process of figuring things out is what I’ve always enjoyed most. What I love about math is that it builds confidence. At first, a problem can feel overwhelming, but once you understand it, there’s a sense of accomplishment that comes with solving it. It teaches patience, critical thinking, and problem-solving skills that go far beyond the classroom. Those are skills I use every day, not just in school but in life. My love for math has also influenced my future goals. I want to become a math teacher because I want to help students feel the same confidence and understanding that math has given me. I know that a lot of students struggle with math or feel intimidated by it, and I want to change that experience for them. I want to be the kind of teacher who makes math feel approachable, engaging, and even enjoyable. Through my experience working in education, I’ve seen how important it is for students to have teachers who are patient and supportive, especially when they’re learning something challenging. I want to create a classroom where students feel comfortable asking questions, making mistakes, and growing at their own pace. Math, to me, is more than just numbers—it’s a way of thinking. It’s about learning how to approach challenges, stay persistent, and trust that you can figure things out. That’s why I love math, and that’s why I want to teach it.

Challenge Name: “Truth or Text: The Receipts Don’t Lie” This challenge is designed to bring out honesty, stir up drama, and test how well islanders really know each other—all while adding a little chaos! Overview: Islanders will participate in a challenge where they must match anonymous “receipts” (real quotes, confessions, or actions from earlier in the villa) to the correct person. The twist? Some of the receipts are real, and some are completely made up by production. Rules: • Islanders are split into couples. • Each round, a “receipt” is revealed on a big screen. • Examples could include: • “I’m only with them because they’re the safest option.” • “I would turn my head if someone better walked in.” • “I don’t see this working on the outside.” • Couples must work together to decide which islander said or did that. • Once they lock in their answer, the truth is revealed. The Twist: Some receipts are fake—but the islanders don’t know which ones. If they accuse someone incorrectly, it still causes tension and drama in the villa. Scoring & Stakes: • Each correct answer earns points. • The winning couple gets a major reward (like a private hideaway night or a date). • The losing couple faces a consequence—like being voted by the group as the “least genuine” couple, putting them at risk for elimination. Why It Would Be So Good: This challenge would force islanders to confront things that are usually said behind closed doors. It tests trust, communication, and how well couples actually know each other. It would definitely expose who is being real and who is just playing the game. It also creates the kind of tension Love Island thrives on—because even if something isn’t true, once it’s said out loud, it plants doubt. And doubt is where all the drama starts. This challenge would bring everything Love Island fans love—messy honesty, unexpected twists, and moments that would definitely go viral.

Mental health is important to me because I’ve experienced how deeply it can affect every part of your life, especially as a student trying to balance school, work, and personal challenges. I struggle with depression and anxiety, and there was a time when it became overwhelming enough that I spent a year in intensive therapy. That experience was not easy, but it changed me in ways I’m grateful for. It taught me how to understand myself, how to cope, and how to keep moving forward even when things feel heavy. It also helped me realize that asking for help is not a weakness—it’s a form of strength. At the same time, I’ve had to navigate a lot of responsibility in my personal life. My sister has struggled with addiction and severe mental health challenges, and there have been moments where I had to step in during crisis situations, including stopping her from actively attempting to take her own life. That experience is something I carry with me every day. It showed me how real and urgent mental health struggles are, and how important it is for people to have access to support, resources, and someone who truly listens. These experiences have shaped the way I approach both my life and my goals. I currently work two jobs while going to school—one as a special needs aide in a middle school moderate/severe classroom, and the other as a Registered Behavior Technician (RBT) working with children with autism. While I care deeply about the work I do, balancing everything can be mentally exhausting. There are still days where I feel overwhelmed, but I’ve learned how to manage those feelings in healthier ways and continue showing up for myself and others. My personal experiences with mental health have also influenced how I advocate for others. In my work with students, I make it a priority to create a space where they feel safe, supported, and understood. Many of the students I work with experience emotional and behavioral challenges, and I’ve seen how important it is for them to have someone who is patient and consistent. I try to be that person for them. Outside of my direct work, I also advocate for more awareness and access to mental health resources. I believe that too many people are struggling in silence, either because of stigma or lack of support. My experiences have shown me how life-changing it can be when someone has access to the help they need, and how dangerous it can be when they don’t. Mental health is not just something I care about—it’s something that has shaped who I am. It has made me more empathetic, more resilient, and more aware of the importance of supporting others. As I continue my education and work toward becoming a special education teacher, I plan to carry these lessons with me. I want to be someone who not only educates students, but also supports their emotional well-being and advocates for the resources they deserve. I know what it feels like to struggle, but I also know what it means to keep going. That is why mental health matters to me—not just for myself, but for everyone who deserves to feel supported and understood.

Faith has been one of the most consistent and grounding parts of my life, especially during times when everything else felt uncertain. There have been moments where I didn’t have control over what was happening around me—whether it was challenges in my personal life, financial stress from supporting myself through school, or being out of work for nearly three months after a car accident. During those times, my faith became something I could rely on. It reminded me that even when things feel overwhelming or unclear, there is still purpose in what I’m going through. It helped me stay focused and continue moving forward, even when it would have been easier to give up. My faith has also shaped the way I see other people. Growing up with a sibling struggling with addiction taught me that people are more than their circumstances. That experience, combined with my faith, has helped me develop a strong sense of empathy and patience. It taught me not to judge others based on what they’re going through, but instead to meet them with understanding and support. That mindset has directly influenced my academic and career goals. I am currently working toward becoming a special education teacher, and I work as both a special needs aide in a middle school moderate/severe classroom and as a Registered Behavior Technician (RBT) with children with autism. Through these roles, I’ve seen how important it is to approach students with compassion, patience, and consistency—values that are deeply connected to my faith. One experience that stands out to me is working with a nonverbal student who is now beginning to make sounds and work on pronunciation. Moments like that don’t happen overnight. They take time, belief, and a willingness to keep showing up. My faith has taught me the importance of persistence and trusting the process, even when progress feels slow. That perspective is something I carry into my work with students every day. In addition to my faith, my life experiences have pushed me to pursue higher education. Working two jobs while going to school has shown me how important education is—not just for myself, but for the future students I want to support. I know what it feels like to struggle, to feel uncertain, and to have to push through difficult situations. Those experiences motivate me to continue my education so I can create opportunities for others. My goal is to use both my education and my faith to make a meaningful impact. As a future teacher, I want to create a classroom where students feel safe, valued, and supported, no matter their abilities or background. I want to be someone who not only teaches, but also encourages and advocates for my students. Faith, to me, isn’t just something I believe—it’s something that guides how I live, how I treat others, and how I continue moving forward even when things are hard. It has played a major role in shaping who I am today, and it will continue to guide me as I work toward my goals and the impact I hope to make in the future.

I didn’t always know I wanted to become a teacher, but looking back, it makes sense that I found my way here. What really inspired me wasn’t just one person—it was the students I’ve worked with and the teachers who showed me what it means to truly care. I currently work as a special needs aide in a middle school moderate/severe classroom, and I also work as a Registered Behavior Technician (RBT) with children with autism. Being in these roles has completely changed my perspective on education. I’ve seen how much of a difference the right teacher can make, especially for students who are often overlooked. One of the most impactful experiences I’ve had was working with a nonverbal student who is now starting to make sounds and work on pronunciation. I remember how small those moments might seem to others, but to us, they were everything. That progress came from patience, consistency, and someone refusing to give up on them. Being part of that showed me that teaching isn’t just about academics—it’s about believing in students, even when progress is slow or invisible to others. I’ve also been inspired by the teachers I work alongside. I’ve seen how they show up every day with patience, compassion, and dedication, even when the job is exhausting. They’ve shown me that being a teacher means going beyond the classroom—it means advocating for your students, supporting their families, and being someone they can rely on. That’s the kind of teacher I want to become. My personal experiences have also shaped my path. Growing up with a sibling struggling with addiction taught me resilience, empathy, and the importance of having someone who doesn’t give up on you. That experience showed me how much people need support, understanding, and consistency, especially during difficult times. I carry that with me into my work with students, making sure they feel seen and valued no matter what they’re going through. This past year, I faced a major challenge after being involved in a car accident that left me out of work for nearly three months. It was a difficult time physically, emotionally, and financially. There were moments where everything felt overwhelming, but I didn’t let that stop me from continuing toward my goals. That experience strengthened me and reminded me why I’m pursuing this path—I want to be someone who provides stability and support for others, even when life is hard. As a future teacher, I plan to use my experiences to create a classroom where students feel safe, understood, and capable. I want to advocate for students with special needs, making sure they have access to the resources and support they deserve. I also want to inspire my students by showing them that their challenges do not define them, and that growth is always possible. More than anything, I want my students to know that someone believes in them. I want to be the kind of teacher who celebrates their progress, no matter how small, and helps them build confidence in themselves. I know what it feels like to go through difficult situations, and I want to use that understanding to connect with my students and support them in meaningful ways. Becoming a teacher isn’t just a career choice for me—it’s something I feel called to do. Every experience I’ve had, both in my personal life and in my work, has led me to this path. I want to take everything I’ve learned and use it to inspire others, just like I’ve been inspired along the way.

I’ve always been drawn to helping others, but it wasn’t until I started working directly with students with special needs that I realized how I want to make an impact on the world. Right now, I work two jobs while pursuing my education. I am a special needs aide in a middle school moderate/severe classroom, and I also work as a Registered Behavior Technician (RBT) with children with autism. These roles have shaped who I am, both professionally and personally. Every day, I work with students who are often overlooked or misunderstood, and I’ve seen firsthand how much of a difference the right support can make in their lives. One experience that has stayed with me was working with a nonverbal student who is now beginning to make sounds and work on pronunciation. Being part of that progress showed me how powerful patience, consistency, and belief in someone can be. Moments like that remind me that helping others isn’t always about big, visible change—it’s about showing up every day and creating opportunities for growth, even in small ways. My personal life has also played a big role in shaping my desire to help others. Growing up with a sibling struggling with addiction taught me how important it is to approach people with empathy rather than judgment. It showed me that people are more than their circumstances and that having support can truly change the direction of someone’s life. That perspective has carried into my work and continues to guide the way I interact with others. This past year, I faced one of the biggest challenges of my life after being involved in a car accident that left me out of work for nearly three months. During that time, I experienced physical pain, financial stress, and uncertainty about what would come next. Despite that, I remained committed to my goals and continued pushing forward with my education. That experience strengthened my resilience and reinforced my desire to build a career where I can provide stability and support to others. In the future, I plan to become a special education teacher and advocate for students who need it most. I want to help create inclusive learning environments where students feel safe, understood, and capable. I also want to work toward improving access to resources and support systems for individuals with disabilities, because I have seen how often those needs go unmet. The impact I hope to make goes beyond academics. I want to help students build confidence in themselves, develop communication skills, and feel valued for who they are. I want to be someone they can rely on—not just as a teacher, but as a consistent and supportive presence in their lives. This scholarship would help ease the financial burden of my education and allow me to focus more fully on achieving these goals. More importantly, it would support me in continuing down a path where I can make a meaningful difference in the lives of others. I may not be able to change the entire world, but I know I can change someone’s world—and that is where real impact begins.

Working as a special needs aide in a middle school moderate/severe classroom and as a Registered Behavior Technician (RBT) has completely changed the way I see the world. I’ve worked closely with students with intellectual and developmental disabilities, and through those experiences, I’ve learned that the biggest barriers they face are not their disabilities, but the lack of understanding and support around them. One of the most meaningful experiences I’ve had was working with a nonverbal student who is now beginning to make sounds and work on pronunciation. Progress like that doesn’t happen overnight. It takes patience, consistency, and someone who truly believes in that student. Being part of that journey showed me how powerful it is when someone is given the tools and support they deserve. It also showed me how often students like them are underestimated. What inspired me most to pursue this career is seeing both sides—the potential of my students and the gaps in the system that fail them. I’ve seen classrooms without enough staff, programs without enough funding, and students who deserve individualized support being expected to fit into systems that were never designed for them. That’s what drives me. I don’t just want to work in special education—I want to advocate for change within it. My personal life has also shaped the way I approach this work. Growing up with a sibling who struggles with addiction taught me how important patience, empathy, and consistency are in someone’s life. It showed me that people are more than their circumstances, and that having even one person who believes in you can make a difference. I bring that same mindset into my work with students with intellectual disabilities—meeting them where they are, without judgment, and supporting them in ways that work for them. This past year also challenged me in ways I didn’t expect. After being involved in a car accident, I was out of work for nearly three months. It was a difficult time physically, emotionally, and financially. But even during that period, I never lost sight of my goals. If anything, it reminded me how important stability and support are—something many of the students I work with rely on every day. That experience made me even more committed to being a consistent and reliable presence in my future classroom. In the future, I plan to become a special education teacher who not only supports students academically, but advocates for them in every space they enter. I want to help create more inclusive classrooms, push for better resources, and challenge the stigma surrounding intellectual disabilities. I also want to work closely with families, because I understand how important it is to have someone who truly listens and cares. The impact I hope to make is not just in big changes, but in everyday moments—helping a student communicate for the first time, building their confidence, or simply making them feel seen and valued. Students with intellectual disabilities deserve more than just accommodation—they deserve opportunity, understanding, and respect. This scholarship would support me in continuing my education and allow me to stay focused on the work I am passionate about. More importantly, it would bring me one step closer to making the kind of difference I know I am capable of making.

I didn’t always know I wanted to work in special education, but once I stepped into that environment, I knew it was where I was meant to be. Right now, I work as a special needs aide in a middle school moderate/severe classroom, and I also work as a Registered Behavior Technician (RBT) with children with autism. Through both of these roles, I’ve had the opportunity to work closely with students who communicate, learn, and experience the world in different ways. Being part of their lives has completely changed my perspective—not just on education, but on patience, empathy, and what progress really looks like. One of the most meaningful experiences I’ve had was working with a nonverbal student who is now beginning to make sounds and work on pronunciation. I remember how small those first moments seemed to others, but to us, they were everything. That experience taught me that impact isn’t always loud or immediate. Sometimes it’s slow, quiet progress that only happens because someone believed in a student enough to keep showing up for them. At the same time, I’ve also seen how much the system can fall short for students with special needs. There are not enough resources, not enough trained staff, and often not enough understanding. Students who deserve patience and support are sometimes met with frustration or limitations instead. That’s something that deeply motivates me. I don’t just want to be part of the system—I want to help change it. Outside of school, my life has also shaped the way I approach this work. Growing up with a sibling struggling with addiction taught me how important compassion and consistency are. It showed me that people are more than their challenges, and that support can make all the difference in someone’s life. I carry that mindset with me into every classroom and every session with my students. This past year also tested me in ways I didn’t expect. After being involved in a car accident, I was out of work for almost three months. That period was physically, emotionally, and financially difficult. But even during that time, I never lost sight of why I’m doing this. If anything, it made me more determined to continue my education and keep working toward becoming a special education teacher. My goal is to create a classroom where students with special needs feel safe, understood, and valued. I want to advocate for better resources, more inclusive environments, and teaching methods that meet students where they are instead of forcing them to fit into a system that wasn’t built for them. I also want to support families, because I know how important it is to have someone who truly understands and cares. The impact I hope to make goes beyond academics. I want my students to feel confident in themselves, to know that their voices matter, and to have someone in their corner who believes in them no matter what. Whether that means celebrating small milestones, helping them communicate, or simply being a consistent and patient presence, I want to be that person for them. This scholarship would help me continue on this path and allow me to focus more fully on my education and the students I serve. I’m not just pursuing a degree—I’m working toward a career that I truly believe I was meant to do.

Growing up, I didn’t always have a clear or easy path. My life has been shaped by challenges that forced me to grow up quickly, especially watching my sister struggle with addiction. That experience changed the way I see the world. It taught me compassion, patience, and how deeply people can be affected by things outside of their control. It also taught me the importance of having someone who believes in you, even when you don’t believe in yourself. My faith has been one of the only constants in my life. It has grounded me during times when everything else felt uncertain. There have been moments where I felt overwhelmed—financially, emotionally, and physically—but my faith reminded me that there is still purpose in what I’m going through. Instead of giving up, I’ve learned to keep going, trusting that there is something bigger guiding me forward. Right now, I am working two jobs while pursuing my education. I work as a special needs aide in a middle school moderate/severe classroom, and as a Registered Behavior Technician (RBT) working with children with autism. These jobs are not easy, but they are deeply meaningful to me. I see students every day who face challenges that most people don’t understand, and I feel called to be someone who supports them and advocates for them. One of the most impactful experiences I’ve had was working with a nonverbal child who is now beginning to make sounds and work on pronunciation. Being part of that progress is something I will never forget. It showed me that even the smallest steps forward are worth celebrating, and that patience and consistency can truly change a life. Moments like that are what continue to push me toward my goal of becoming a special education teacher. Earlier this year, I was also involved in a car accident that left me out of work for almost three months. That time was incredibly difficult. I was dealing with physical pain, financial stress, and uncertainty about what would come next. But even during that time, my faith kept me grounded. It reminded me that setbacks are not the end of the story. That experience strengthened me and gave me a deeper sense of resilience. This scholarship is meaningful to me because it represents more than just financial support—it represents the opportunity to keep going without being held back by circumstances I can’t control. I am working hard to fund my education on my own, but it is not easy. This support would allow me to focus more on my studies and the students I work with, rather than constantly worrying about how I am going to afford everything. In the future, I plan to use both my education and my faith to guide the way I support others. As a future special education teacher, I want to create a classroom where every student feels seen, valued, and capable. I want to be the person that students can rely on, especially those who may not have that support elsewhere. My faith has taught me to lead with compassion, to serve others, and to believe in people even when they are struggling. I know that my journey hasn’t been easy, but it has shaped me into someone who is determined to make a difference. With faith as my foundation, I will continue to push forward, not just for myself, but for the students whose lives I hope to impact.

Education has given me more than knowledge—it has given me direction, purpose, and the motivation to push forward even during the most difficult times in my life. Through both my academic journey and my real-world experiences, I have developed a clear goal: to become a middle school special education teacher and create a meaningful impact on students who often feel overlooked or misunderstood. My passion for education did not come from a single moment, but from consistent experiences working with students while pursuing my degree. I currently work two jobs to support myself through school: as a special needs aide in a middle school moderate/severe classroom, and as a Registered Behavior Technician (RBT) at an ABA company supporting children with autism and related disorders. Balancing work and school has been challenging, but it has also strengthened my discipline, time management, and commitment to my goals. More importantly, these roles have allowed me to see firsthand how powerful education can be when it is tailored to meet each student’s unique needs. Working in a moderate/severe classroom, I support students who require significant academic, behavioral, and emotional assistance. I have learned that education is not just about teaching content—it is about creating a safe, structured, and supportive environment where students can grow at their own pace. Many of the students I work with struggle with communication and emotional regulation, and I have seen how important it is for them to feel understood and supported. As an RBT, I work one-on-one with children with autism and related disorders, focusing on building communication, social, and behavioral skills. One of the most meaningful experiences I have had was working with a nonverbal child who is now beginning to pronounce words and sounds. Witnessing that progress has been incredibly powerful, because it represents more than just communication—it represents confidence, independence, and the ability to be heard. Moments like these remind me why I am pursuing this career and reinforce my commitment to helping students reach their full potential. While my education and work have shaped my goals, I have also faced significant challenges along the way. One of the most difficult experiences I have overcome was being involved in a car accident that left me unable to work for nearly three months. This period was both physically and emotionally challenging. I had to step away from both of my jobs, which not only impacted me financially but also took me away from the work that gives me purpose. Losing that routine and independence was difficult, but it taught me resilience and perseverance. During that time, I was forced to slow down and reflect on my goals and priorities. Although it was a setback, it strengthened my determination to continue my education and pursue my career. It also gave me a deeper sense of empathy for others who face unexpected challenges. Many of the students I work with experience disruptions and struggles in their own lives, and this experience has helped me better understand and support them. In addition to my car accident, my personal life has also shaped my perspective and resilience. Watching my sister struggle with addiction has been incredibly difficult, but it has taught me patience, compassion, and the importance of mental health awareness. It has shown me that challenges are not always visible and that people often need support rather than judgment. These experiences have influenced the way I interact with others and have strengthened my commitment to creating supportive environments for my future students. Looking ahead, I plan to use my education to create a better future not only for myself, but for the students I will serve. As a future special education teacher, I want to create a classroom where every student feels safe, valued, and capable of success. I want to be an advocate for students who may not always have a voice and to ensure they receive the support they need to thrive academically and emotionally. I also hope to contribute to reducing the stigma surrounding disabilities and mental health in education. By creating an inclusive and understanding classroom environment, I want to help students build confidence in themselves and feel empowered to reach their goals. I believe that education has the power to change lives, and I am committed to being part of that change. My journey has not been without obstacles, but each challenge has strengthened my resilience and clarified my purpose. Education has given me direction, and my experiences have given me the determination to follow it. I am committed to using my education to make a meaningful impact, and I am confident that I will continue to grow both personally and professionally as I work toward my goals.

Option 3: Purpose & Connection How do relationships-romantic or otherwise-play a role in your long-term personal or professional goals? Relationships play a central role in shaping both my personal values and my long-term professional goals. Whether romantic, familial, or professional, the connections I have built throughout my life have taught me the importance of trust, empathy, and support. These lessons have not only influenced how I show up in my relationships, but also how I plan to show up in my future career as a special education teacher. One of the most impactful relationships in my life has been with my family, particularly through navigating challenges such as my sister’s struggle with addiction. This experience has shown me that relationships are not always easy, but they are essential. Loving someone through difficult circumstances taught me patience, compassion, and the importance of maintaining boundaries while still offering support. It also showed me how deeply connection can influence a person’s well-being. Because of this, I have learned to approach relationships with understanding rather than judgment, and to value emotional honesty and resilience. In addition to my family, my professional relationships have played a significant role in shaping my goals. Working as both a special needs aide in a middle school moderate/severe classroom and as a Registered Behavior Technician (RBT), I have developed meaningful connections with students, teachers, and colleagues. These relationships have shown me that connection is the foundation of growth. Students are more likely to engage, learn, and succeed when they feel safe and understood. I have seen firsthand how building trust with a student can completely change their ability to participate and communicate. One of the most meaningful examples of this was working with a nonverbal child who is now beginning to pronounce words and sounds. That progress did not happen overnight—it was the result of consistency, patience, and a strong, trusting relationship. This experience reinforced my belief that relationships are not separate from professional success; they are what make it possible. As a future educator, I want to prioritize building genuine connections with my students, because I understand that learning cannot happen without trust. Romantic relationships have also contributed to my understanding of connection, particularly in terms of communication, respect, and emotional support. Healthy relationships require effort, understanding, and the ability to grow alongside another person. These qualities are transferable into every aspect of life, including my professional goals. Learning how to communicate effectively and support others emotionally has strengthened my ability to connect with people from all backgrounds. Looking ahead, relationships will continue to play a vital role in my long-term goals. As a future special education teacher, I want to create a classroom environment where students feel valued, supported, and understood. I aim to build strong relationships not only with my students, but also with their families and fellow educators. Collaboration and communication are essential in special education, and meaningful connections are what make that collaboration effective. Beyond my career, I also hope to give back to my community by being someone others can rely on. Whether that means supporting students, advocating for inclusive environments, or simply being a compassionate presence in someone’s life, I want to use the lessons I have learned through my relationships to make a positive impact. Ultimately, relationships are at the core of everything I do. They have shaped my values, guided my goals, and influenced the way I connect with others. They have taught me that success is not just about individual achievement, but about the ability to uplift and support those around you. As I continue to grow both personally and professionally, I will carry these lessons with me, using them to build meaningful connections and create a lasting impact.

My experience with mental health has shaped not only my goals, but also the way I view relationships and the world around me. Growing up, I witnessed the impact of addiction and mental health struggles within my own family. My sister’s battle with addiction was one of the most difficult experiences I have faced. It created uncertainty, emotional stress, and moments where I felt helpless, watching someone I love struggle with something I could not fix. However, it also taught me resilience, empathy, and the importance of compassion. Through this experience, I began to understand that mental health challenges are often misunderstood and stigmatized. I saw how people can be judged for struggles they are trying to survive, and it changed the way I view others. Instead of assuming the worst, I have learned to approach people with patience and understanding. This perspective has deeply influenced my relationships, allowing me to be more supportive, nonjudgmental, and aware of what others may be going through beneath the surface. These experiences have also played a major role in shaping my goals. I am currently pursuing a career in special education, working as both a special needs aide in a middle school moderate/severe classroom and as a Registered Behavior Technician (RBT) at an ABA company supporting children with autism and related disorders. In both roles, I work with students who face behavioral, emotional, and communication challenges. I have seen how closely mental health and behavior are connected, and how important it is for students to feel understood rather than labeled. One of the most impactful experiences I have had was working with a nonverbal child who is now beginning to pronounce words and sounds. Watching that progress has been incredibly meaningful, because it represents more than just communication—it represents confidence, growth, and the ability to be heard. Moments like these remind me that every individual deserves the opportunity to express themselves and be understood, regardless of the challenges they face. My understanding of the world has shifted as a result of these experiences. I no longer see people solely based on their actions, but rather through the lens of what they may be experiencing internally. Mental health has taught me that everyone is carrying something, even if it is not visible. This has made me more compassionate, more patient, and more aware of the importance of creating supportive environments—especially in education. In addition, my own challenges have strengthened my resilience. After being involved in a car accident, I was unable to work for nearly three months. This period forced me to slow down and confront both physical and emotional difficulties. It gave me a deeper understanding of what it feels like to lose routine and stability, and it strengthened my empathy for those who face ongoing challenges in their daily lives. It also reinforced my determination to continue pursuing my goals, even when obstacles arise. Because of these experiences, I am committed to helping reduce the stigma surrounding mental health. As a future educator, I want to create a classroom environment where students feel safe, supported, and understood. I want to be someone who listens without judgment and who recognizes that behavior is often a form of communication. By fostering an inclusive and compassionate environment, I hope to help students feel comfortable being themselves and seeking support when they need it. Mental health has shaped me into someone who values empathy, resilience, and understanding. It has influenced my relationships, strengthened my goals, and changed the way I see the world. Most importantly, it has given me a purpose—to support others, advocate for those who feel unheard, and create spaces where individuals feel valued and accepted.

As a bisexual woman pursuing a career in education, my identity has shaped both my perspective and my purpose. I am currently studying to become a middle school special education teacher, a path that has been deeply influenced by my personal experiences, my work with students, and my desire to create inclusive environments where all individuals feel seen and valued. I currently work two jobs to support myself through school: as a special needs aide in a middle school moderate/severe classroom, and as a Registered Behavior Technician (RBT) at an ABA company working with children with autism and related disorders. Through these roles, I have developed a strong passion for supporting students with diverse needs. I have seen firsthand how important it is for students to feel accepted, understood, and supported—not only academically, but emotionally as well. These experiences have reinforced my goal of becoming an educator who creates a safe and inclusive space for all students. Being part of the LGBTQ+ community has also shaped my understanding of what it means to feel included—or excluded. While I am fortunate to have supportive people in my life, I understand that not all students have that same experience. This is one of the reasons I am so committed to becoming a teacher who fosters acceptance and belonging in the classroom. I want my future students, regardless of their identity, to feel comfortable being themselves without fear of judgment. I do see myself as someone who will give back to the LGBTQ+ community, especially through my role as an educator. Schools are often one of the first places where students begin to understand who they are, and I want to be a teacher who supports students during that process. Whether that means being a trusted adult, advocating for inclusive practices, or simply creating a classroom environment where all identities are respected, I am committed to making a positive impact. Financially, pursuing my education has been a challenge. Working two jobs while attending school requires a great deal of time, energy, and sacrifice. I have had to balance long work hours with academic responsibilities, all while remaining focused on my long-term goals. This scholarship would provide significant financial relief and allow me to dedicate more time and energy toward my education and professional development. Despite the challenges I have faced, I remain determined to achieve my goals. My experiences—both personal and professional—have shaped me into a compassionate, resilient, and motivated individual. I am committed to using my education to make a difference in the lives of my future students, particularly those who may feel overlooked or unsupported. Receiving this scholarship would not only help me continue my education, but also bring me one step closer to becoming the kind of educator who creates meaningful, inclusive, and supportive learning environments for all students.

“I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this means helping students recognize that they matter—that their voice, their thoughts, and their identity have value. It is about guiding students to feel seen, heard, and confident enough to take up space in a world that may not always recognize their strengths. For many students in special education, this sense of presence is something they have not consistently experienced. They may feel overlooked, misunderstood, or defined by their challenges rather than their abilities. As a future special education teacher, my goal is to help students see themselves as capable individuals with voices that deserve to be heard. My passion for special education has grown through both my personal determination and my hands-on experiences working with students while pursuing my education. I currently work two jobs to fund my schooling: as a special needs aide in a middle school moderate/severe classroom, and as a Registered Behavior Technician (RBT) at an ABA company supporting children with autism and related disorders. Balancing these responsibilities has not been easy, but it has strengthened my resilience, discipline, and commitment to this field. More importantly, it has given me real-world insight into the impact a dedicated educator can have. In my role as a special needs aide, I support middle school students who require significant academic, behavioral, and emotional assistance. I help create a structured and supportive environment where students can feel safe and successful. Many of the students I work with struggle with communication and emotional regulation, and I have seen how quickly they can become overwhelmed without the right support. However, I have also seen how powerful consistency, patience, and understanding can be in helping them grow. As an RBT, I work one-on-one with children with autism and related disorders, focusing on building communication, behavioral, and social skills. One experience that has deeply impacted me was working with a child who was nonverbal when I first began. At the start, communication was limited to gestures and behaviors, and it was often difficult for them to express their needs. Over time, through consistent support and intervention, I began to see progress. That same child is now working on pronouncing words and sounds—something that once seemed out of reach. Hearing even the smallest attempts at speech has been incredibly meaningful, because it represents growth, effort, and the beginning of a voice. Moments like these have shown me what it truly means to help a student find their presence. I have also worked with students who shut down instead of asking for help. One student, in particular, would completely withdraw when faced with a challenge. Over time, through building trust and providing consistent encouragement, that student eventually raised their hand and asked for help for the first time. It was a simple action, but it represented confidence, trust, and self-advocacy. In that moment, the student was no longer hiding—they were present. My mission as a future special education teacher is to create a classroom where every student feels that same sense of belonging and self-worth. I want to build an environment where students feel safe to express themselves, take risks, and grow without fear of judgment. This means recognizing that each student is unique and that success looks different for everyone. It also means advocating for students who may not always have a voice and ensuring they are supported in reaching their full potential. In addition to my professional experiences, I have faced personal challenges that have further shaped my perspective. After being involved in a car accident, I was unable to work for nearly three months. This period was both physically and emotionally difficult, as I had to step away from both of my jobs and the work that gives me purpose. Experiencing a loss of routine and independence gave me a deeper understanding of what it feels like to struggle and rely on others. This has strengthened my empathy and my ability to connect with students who may be facing their own challenges. If I were to describe my role as a teacher through a story, I would imagine a classroom filled with students who feel unsure of themselves—students who have not yet discovered their voice. The room is quiet, not because they have nothing to say, but because they do not yet believe they are worth hearing. As the teacher, my role is not to speak for them, but to help them find their voice. Slowly, each student begins to participate, express themselves, and gain confidence. The classroom becomes brighter—not because I changed who they are, but because they begin to recognize their own worth. I am passionate about the special education profession because it is rooted in connection, advocacy, and transformation. I want to be a teacher who helps students build confidence, develop independence, and understand that their presence matters. Through my experiences, my dedication, and my perseverance, I am committed to becoming an educator who makes a lasting difference.

As a special needs aide and a Registered Behavior Technician (RBT), I have had the opportunity to work closely with both students and teachers every day. While the students inspire me, the teachers I work alongside have truly changed my life. I have watched them show patience, compassion, and dedication even on the most challenging days. They don’t just teach lessons—they build relationships, advocate for their students, and create spaces where every child feels valued. Being able to witness this firsthand made me realize that I want to be that kind of teacher. These teachers have also supported me personally and professionally, guiding me, encouraging me, and helping me grow in confidence. They have shown me what it means to lead with empathy and to never give up on a student. Because of them, I began to see teaching not just as a job, but as a meaningful and impactful career. Their influence has shaped my goals and inspired me to pursue a path in middle school special education. My work with students has further strengthened that passion. I have supported students who struggle with communication, behavior, and emotional regulation, and I have seen how the right support can completely change their experience at school. Small moments—like a student asking for help, staying engaged in a lesson, or managing frustration—are victories that deserve to be celebrated. These experiences have taught me that success looks different for every student, and as a future teacher, I want to honor and support that. In addition to my professional experiences, I have faced personal challenges that have shaped my perspective. After being involved in a car accident, I was unable to work for nearly three months. This time away was difficult, but it strengthened my resilience and gave me a deeper understanding of what it feels like to face setbacks. This experience has made me more empathetic and has reinforced my desire to support students through their own challenges, both inside and outside the classroom. I am interested in pursuing a career in teaching because I want to make a lasting difference in students’ lives, just as the teachers I work with have made in mine. I want to create a classroom where students feel safe, supported, and capable of success. I want to be someone who listens, encourages, and believes in every student, especially when they may not believe in themselves. Teaching is more than a career to me—it is a purpose. Through my experiences, the mentorship of incredible educators, and my own personal challenges, I have developed the passion and determination to become a teacher who truly makes an impact. I am committed to creating a positive, inclusive environment where every student has the opportunity to grow, succeed, and feel valued.

The first time a student I worked with chose to communicate instead of shutting down, I realized the true impact of patience, trust, and support. What may have seemed like a small moment to others was a breakthrough that took weeks of consistency and care. That moment solidified my decision to become a special education teacher. Working as a special needs aide and a Registered Behavior Technician (RBT), I have had the opportunity to support students with a wide range of needs, including challenges with communication, behavior, and emotional regulation. Through these experiences, I have learned that special education is not just about modifying curriculum—it is about understanding each student as an individual and meeting them where they are. I have seen how the right support can transform frustration into confidence and hesitation into independence. I am especially passionate about working with middle school students, a time when many are trying to understand themselves and where they fit in. For students with special needs, this stage can feel isolating and overwhelming. I want to be the teacher who creates a classroom where students feel safe, respected, and capable. I believe every student deserves to feel like they belong, and I am committed to fostering an environment where differences are not only accepted but valued. The students I work with have been my greatest inspiration. They have taught me patience, resilience, and the importance of celebrating progress in all forms. A student learning to ask for help, regulate their emotions, or stay engaged in a lesson may seem like a small achievement, but I have seen how meaningful those moments truly are. Being part of their growth has shown me that success looks different for every student, and that is something to be embraced, not overlooked. In addition to my professional experiences, I have faced personal challenges that have strengthened my commitment to this path. After being involved in a car accident, I was unable to work for nearly three months. During that time, I was reminded how difficult it can be to lose routine and independence. This experience gave me a deeper sense of empathy for students who face daily challenges that may not always be visible. It reinforced my desire to become an educator who is patient, understanding, and supportive in every circumstance. I want to be a special education teacher because I believe in advocating for students who may not always have a voice. I want to help them build confidence, develop skills, and recognize their own potential. More importantly, I want to be someone who never gives up on them, even when they may feel like giving up on themselves. Becoming a special education teacher is more than a career choice for me—it is a commitment to making a meaningful difference. I am driven by the belief that every student deserves an education that meets their needs and a teacher who believes in their ability to succeed. Through my experiences and challenges, I am prepared to be that teacher.

I am pursuing a career in education because I've seen firsthand how life changing the right support can be for a student. As a special needs aide and a registered behavioral technician (RBT), I have worked closely with students who often feel overlooked or misunderstood in traditional classroom settings. Through these experiences, I have learned that education goes far beyond academics. It is about building confidence, creating a sense of belonging, and helping students recognize their own potential. My passion is in middle school, special education, a time when students are navigating both academic challenges and major personal growth. For students with special needs, this stage can be especially overwhelming. I want to be the teacher who provides stability, encouragement, and understanding during this critical time. I strive to create a classroom environment where every student feels safe, supported, and capable of success, regardless of their abilities. The student students I work with have been my greatest inspiration. I have supported individuals who struggle with communication, emotional regulation, and behavior, and I have witnessed the incredible progress they can make with patience and consistency. These experiences have shaped my perspective and reinforced my commitment to becoming an educator who celebrates growth in all forms. In addition to my professional experiences, I have faced challenges that have strengthen my resilience and deepen my empathy. After being involved in a car accident, I was unable to work for nearly 3 months. This period was difficult, as I was forced to step away from a role that gives me purpose. However, it also reminded me how important perseverance is. It gave me a greater understanding of what it feels like to face setbacks, something many students experience in their own lives. This perspective will allow me to better support and connect with my future students. I believe every student deserves an advocate-someone who sees their strengths, believes in their abilities, and refuses to give up on them. My goal is an educator is to empower students to believe in themselves. I want to build strong relationship relationships with my students and their families, creating a support system that extends beyond the classroom. Pursuing a career in education is not just a professional goal of mine-it is a commitment to making a meaningful difference. My experiences have shaped me into a compassionate, dedicated, and resilient individual who is ready to support students in reaching their full potential. I am determined to become the kind of teacher who makes every student feel valued, capable, and inspired to succeed.