My name is Ajalon Washington, and I am a senior at Paul Quinn College in Dallas, Texas. I was raised in a Black middle-class household that emphasized resilience, faith, service, and education. Growing up in Dallas, I witnessed firsthand the disparities within urban education systems especially for students who learn differently. My experiences, both personal and academic, have shaped not only who I am but also why I chose my degree path. Throughout my K–12 journey and into college, I navigated education while managing ADHD and dyscalculia. There were moments when I struggled silently, feeling as though the system was not built for students like me. However, those challenges strengthened my determination rather than weakening it. They taught me discipline, adaptability, and the importance of advocating for oneself. More importantly, they ignited a passion within me to become an educator who creates safe, structured, and empowering learning environments for all students. I chose my degree program because I believe education is one of the most powerful tools for transformation. I am especially passionate about inclusive education and creating classrooms where students with learning differences, disabilities, or diverse backgrounds are not just accommodated but valued. I want to be the teacher I once needed someone who sees potential before deficits and builds confidence before criticism. My academic focus has centered on understanding assessment, instructional strategies, technology integration, and collaborative learning practices that meet diverse student needs. Beyond academics, leadership and service have been core pillars of my college experience. I am a proud member of Alpha Phi Alpha Fraternity, Inc., where I have had the privilege of serving and leading within my chapter. Leadership has refined my communication skills, strengthened my sense of responsibility, and deepened my commitment to uplifting others. I also earned the rank of Eagle Scout, an achievement that reflects years of dedication, service, and perseverance. These experiences reinforce my belief that character, integrity, and service must accompany education. My long-term aspiration is to become an impactful educator and eventually move into educational leadership. I envision creating spaces whether classrooms, programs, or institutions—that prioritize equity, academic excellence, and social-emotional safety. I want to advocate for students who feel overlooked and implement systems that ensure all learners, regardless of background or ability, have access to quality education. In the future, I also hope to mentor young Black men and students with learning differences, showing them that their challenges do not define their ceilings. At this point in my academic journey, financial assistance is critical to my ability to graduate. I have worked diligently to reach this stage, and I am determined to complete my degree. However, outstanding financial obligations stand between me and commencement. Receiving this support would not only relieve a significant burden but also allow me to cross the finish line and step fully into the career I have prepared for. This is not simply about earning a diploma it is about fulfilling a calling to serve and educate. I am not asking for help lightly. I am asking for the opportunity to complete what I have worked tirelessly to build. With this assistance, I will graduate prepared, motivated, and committed to giving back to the very communities that shaped me. Thank you for your consideration and investment in my future.

Why I Am Passionate About Special Education “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” – Professor Harold Bloom. To me, this quote means that teaching is not just about filling a student’s mind with information it’s about helping them recognize their own worth, potential, and individuality. “A sense of presence” means awareness of who they are, what they can do, and how they belong in the world. For students with special needs, this awareness can be life changing. It’s about seeing themselves not through their challenges, but through their strengths and growth. My respect for special education comes from my own life experience. My youngest brother is autistic. Watching him grow has taught me patience, empathy, and the beauty of seeing the world differently. I’ve seen the struggles he faces socially, emotionally, and academically but I’ve also seen the incredible light he carries when someone takes the time to understand him. His smile when he feels included or understood reminds me that every student deserves that moment the moment, they realize they are seen, heard, and valued. That’s what drives me. As a future education teacher, my mission is to create a classroom where every student’s presence is acknowledged and celebrated. I will use individualized instruction, hands-on learning, and compassion-driven guidance to help them build confidence in who they are. I want my students to leave my classroom not just with new skills, but with the belief that their voices and actions matter. Fairy Tale: The Teacher and the Lanterns Once upon a time, in a quiet village, there was a young teacher named Ajalon who carried a small lantern. His goal was to help children who lived in the shadows find their light. Each child’s light was different some flickered softly, others burned bright but needed direction. Among these children was a boy named Maurice, who often wandered in circles, speaking in patterns that others did not understand. But Ajalon saw something beautiful in Maurice’s rhythm. He realized the boy was speaking in a language of patterns that painted invisible pictures in the air. So, Ajalon began to listen differently not to correct, but to understand. Soon, the lantern he carried began to glow brighter. He used its light to guide Maurice and the other children toward their own lanterns, showing them how to ignite their flames. In time, the once-dark village became a place of light each child’s glow different, but equally radiant. And when people asked Ajalon what his secret was, he simply said, “I helped them see the light that was already theirs.”

If I could create a class that all students from kindergarten through 12th grade were required to take, it would be called “Empathy and Understanding: Building Humanity Through History.” This class would blend social-emotional learning, cultural literacy, and historical awareness to help students not only understand the world but also the people who live in it. The goal would be to nurture empathy, curiosity, and global-mindedness while teaching students how to engage respectfully with people of different backgrounds and perspectives. From the earliest grades, students would learn the foundations of empathy how to listen, recognize emotions, and treat others with kindness. Lessons for young children might include picture books that introduce themes like fairness, friendship, and difference. As students grow, the curriculum would evolve to explore historical and social issues through stories and perspectives from around the world. Middle schoolers might study how different cultures have overcome challenges, while high schoolers would analyze primary sources, debate moral dilemmas, and discuss the consequences of prejudice, injustice, and apathy throughout history. One key feature of the class would be its emphasis on real-world connections. Students would not just memorize facts about historical events or social movements they would reflect on how those events relate to their own communities and the modern world. For example, lessons on the Civil Rights Movement might lead to discussions about fairness, activism, and civic duty today. Lessons about indigenous cultures or global conflicts could inspire service projects, art exhibits, or cross-cultural exchanges. Another important component would be the integration of different disciplines. The class would draw from history, literature, psychology, and even science to show students how interconnected human experiences truly are. When discussing empathy, students might also explore the neuroscience behind emotions and moral decision-making. When discussing oppression or inequality, they might analyze how systems and structures impact human behavior. This interdisciplinary approach would make the course both intellectually engaging and personally meaningful. By the time students reach high school, they would engage in critical discussions about ethical leadership, bias, and global citizenship. They would study examples of leaders who demonstrated empathy and courage figures like Nelson Mandela, Malala Yousafzai, Martin Luther King Jr., or Wangari Maathai and analyze what made their actions impactful. They would also examine how misunderstanding and hatred have led to tragedy in history, such as in wars, genocides, and systemic injustices. These lessons would push students to reflect deeply on the kind of people they want to become and the kind of world they wish to build. The impact of this class would be transformative. In a society that often feels divided, teaching empathy and understanding from a young age could change how generations approach difference and conflict. Students who complete the course would be more emotionally intelligent, culturally aware, and capable of critical thought. They would learn how to disagree respectfully, how to advocate for justice, and how to see beyond stereotypes or political polarization. This could reduce bullying in schools, improve mental health, and cultivate a sense of shared humanity across lines of race, class, gender, and religion. In short, “Empathy and Understanding: Building Humanity Through History” would be a class designed to heal and strengthen the human spirit. By helping students understand the struggles and triumphs of people across time and culture, it would teach the most valuable lesson of all: that kindness, respect, and understanding are not just moral ideals, but essential tools for building a better world. Through this class, schools could move beyond simply educating minds and begin nurturing hearts.

My name is Ajalon Washington, and I’m a senior at Paul Quinn College, majoring in History with a concentration in education and community development. As I approach my final semester in Fall 2025, I am working hard to clear my remaining balance so that I can graduate on time and continue pursuing my dream of becoming a teacher. This scholarship would lift a tremendous financial weight off my shoulders and allow me to focus on completing my studies and preparing for my future as an educator. My passion for education stems from a deep desire to make a lasting impact. I believe that history is not just about memorizing facts or dates it’s about understanding people, their stories, and the courage it takes to overcome hardship. My goal is to become a teacher who inspires students to see themselves as part of history’s ongoing story. I want my classroom to be a safe space where young people, especially those from underrepresented backgrounds, can find confidence, hope, and pride in who they are. While my academic journey has been full of growth, it hasn’t been without challenges. Living with Dissecting Cellulitis of the Scalp, a chronic and painful condition, has tested my endurance and patience. Managing treatments and flare-ups while keeping up with classes and leadership responsibilities has been difficult. But through every setback, I’ve learned that resilience is not just about surviving it’s about choosing to keep believing in yourself even when the road gets hard. That same message is what drew me to TXT (Tomorrow X Together). I became a MOA (Moments of Alwaysness) because their music reflects honesty, vulnerability, and hope. TXT doesn’t just sing about success; they sing about the struggles of growing up, facing insecurities, and learning to love yourself through the process. Their authenticity and emotional intelligence set them apart from other groups. Each member brings something unique to their artistry, but together, they represent unity, growth, and strength. My favorite song, “Blue Hour,” perfectly captures that bittersweet feeling of being caught between joy and uncertainty the moment when everything feels overwhelming but still beautiful. I remember listening to it late one night after a long day of classes and fraternity responsibilities. I was exhausted, worried about my grades, and unsure how I would cover my tuition for the next semester. As the chorus played “This moment feels like magic” I was reminded that even in the chaos, there’s light, hope, and the possibility of something new. TXT’s music helped me realize that healing doesn’t always mean everything is fixed; sometimes, it just means you’ve found the strength to keep going. One of the most inspiring things about TXT is how they use their platform to promote empathy, mental health awareness, and individuality. Their message aligns deeply with my values as a student leader and President of the Iota Kappa Chapter of Alpha Phi Alpha Fraternity, Inc. Through this role, I’ve led mentoring programs for young men, organized campus cleanups, and hosted conversations about identity, purpose, and growth. Much like TXT, I’ve learned that real leadership is about service helping others discover their own strength and confidence. TXT has influenced my career aspirations by teaching me the importance of connection and authenticity. I want to bring that same energy into my future classroom: to let students know it’s okay to be themselves, to make mistakes, and to keep pushing forward no matter how hard life gets. Music like TXT’s has shown me that art and education share a common goal to heal, uplift, and inspire. This scholarship would not only help me clear my balance for my final semester but also give me the freedom to finish strong and step into my career ready to make a difference. TXT reminds me that every challenge can become a steppingstone toward something greater. Like them, I want to use my story my struggles, my growth, and my dreams to show others that tomorrow truly can be brighter together.

I believe I deserve the Champions of a New Path Scholarship because my journey represents what this scholarship stands for determination, resilience, and the drive to create a meaningful future despite financial and personal challenges. As a senior at Paul Quinn College, majoring in History, I have worked tirelessly to excel academically and to lead with purpose. I currently hold a GPA above 3.0, serve as the President of the Iota Kappa Chapter of Alpha Phi Alpha Fraternity, Inc., and balance both my education and leadership responsibilities with the realities of living with a chronic medical condition. My path through college has not been easy. I live with Dissecting Cellulitis of the Scalp, a painful and lifelong inflammatory condition that has tested my confidence and endurance. Managing flare-ups, doctor visits, and discomfort while staying committed to my studies taught me one of life’s most valuable lessons that success is not defined by comfort, but by persistence. My condition may have slowed me down at times, but it has never stopped me. Instead, it has strengthened my resolve to keep going and to inspire others who face invisible struggles of their own. At the same time, I’ve faced financial challenges that have threatened to interrupt my education. Despite scholarships, part-time work, and leadership opportunities, the cost of tuition and living expenses has continued to be a heavy burden. As I approach my final semester in Fall 2025, I am working hard to clear my remaining balance so that I can graduate on time and step confidently into my career as an educator. Receiving this scholarship would allow me to finish my degree without the weight of financial worry, freeing me to focus on completing my capstone and preparing for teacher certification. What gives me an advantage over others is not just my determination, but my purpose. My goal is not only to earn a degree, but to use my education to make a lasting difference. I want to become a history teacher and educational leader who helps students see the value of their voices and their stories. Growing up in Dallas, I witnessed how many students especially young men of color lost interest in school because they didn’t feel seen or supported. My mission is to change that. I plan to create classrooms that blend history, culture, and real-world understanding to help students connect their personal experiences to the larger story of humanity. Through my leadership in Alpha Phi Alpha, I’ve already begun that work. I’ve led mentoring programs for young men, organized community cleanups, and hosted educational discussions that empower students to take ownership of their future. Every experience has deepened my commitment to service and education. This scholarship would not only help me close one chapter of my academic journey but open the next one where I use my platform to uplift others. I’ve learned that being a champion isn’t about being the strongest or the fastest; it’s about refusing to quit when life gets difficult. With your support, I will continue on my path toward becoming a champion for my students, my community, and everyone who believes in the power of perseverance.

Growing up as the child of a parent with ALS (Amyotrophic Lateral Sclerosis) has shaped every part of who I am my outlook on life, my education, and the way I define perseverance. ALS is an unforgiving disease. Watching someone you love slowly to lose their physical strength while keeping their mind fully aware is an emotional battle that teaches lessons no classroom ever could. It taught me about patience, compassion, and the quiet kind of courage that comes from showing up every day, even when your heart feels heavy. As a student at Paul Quinn College, I’ve carried those lessons with me into every aspect of my academic journey. My experience with my parent’s illness gave me a deep sense of purpose. I’ve learned that education isn’t just a personal achievement it’s a promise to use what I’ve learned to make life better for others. That mindset pushed me to become a leader both in and out of the classroom, and it’s one of the reasons I serve as the President of the Iota Kappa Chapter of Alpha Phi Alpha Fraternity, Inc. Through this role, I’ve been able to mentor young men, organize community initiatives, and promote resilience and brotherhood all values that I learned from watching my family endure adversity with grace. Balancing my responsibilities as a student, leader, and caregiver at times has not been easy. There were moments when I came close to giving up, especially during times when my family’s medical expenses added to our financial strain. Yet, every challenge reminded me why I started this journey to honor my family’s sacrifices and to become an educator who uses history to inspire the next generation. My major in History has given me a greater appreciation for the stories of resilience that define our world, and it has inspired me to help students find strength through knowledge and understanding. Financially, this journey has been a constant test of endurance. My family’s focus on medical care often left little room for extra expenses, and like many first-generation students, I’ve had to find creative ways to make ends meet. Now, as I approach my final semester in Fall 2025, I am facing an outstanding balance that could prevent me from completing my degree on time. This scholarship would provide the critical support I need to clear that balance, finish my education, and take the next step toward my dream of becoming a teacher and community leader. More than financial relief, this scholarship represents hope a chance to turn years of hardship into purpose. My parent’s battle with ALS has taught me to never take time or opportunity for granted. Every class I attend and every student I plan to teach in the future is part of a legacy built on love, resilience, and perseverance. With your support, I will graduate not just as a student who overcame obstacles, but as a man committed to inspiring others to keep going, no matter the odds.

Character, sportsmanship, and work ethic are more than words to me they are daily commitments that shape who I am, both in and out of the water. Whether I am facing the quiet intensity of a practice session, leading a team initiative, or serving my community through my fraternity, I strive to carry myself with integrity, humility, and purpose. My journey has not always been easy, but through discipline and faith, I’ve learned that true strength is not about being perfect; it’s about showing up, giving your all, and uplifting others along the way. In the water, I’ve learned that character is defined not by the moments when everything goes right, but by how you respond when things go wrong. Every missed stroke, slow start, or tough race has taught me the value of perseverance. Instead of focusing on defeat, I focus on growth using setbacks as opportunities to refine my form, strengthen my endurance, and sharpen my focus. I hold myself accountable not only for my individual performance but also for the energy I bring to my teammates. To me, sportsmanship means celebrating others’ victories as much as my own, pushing my peers to be their best, and remembering that we rise together when we honor the spirit of the sport. Work ethic is something I take great pride in. I’ve learned that success is not built on talent alone it’s built on preparation, sacrifice, and an unwavering belief in the process. There are mornings when fatigue tempts me to stay in bed, but I remind myself of my purpose and push through. I give my all in training, in the classroom, and in leadership roles because I understand that excellence requires consistency. The lessons I’ve learned from the water discipline, focus, and endurance have translated directly into my studies and community work. Outside the pool, my character and work ethic are reflected through my involvement at Paul Quinn College and my leadership in the Iota Kappa Chapter of Alpha Phi Alpha Fraternity, Inc. As Chapter President, I’ve had the honor of guiding initiatives that uplift our campus and surrounding community, such as mentoring young men through Project Alpha, organizing campus cleanups, and leading educational forums that promote academic success and brotherhood. These experiences have taught me how to lead with empathy, communicate with purpose, and put service above self. I approach every project with the same mindset I bring to competition give your best effort, respect your team, and finish strong. Character, to me, is doing the right thing even when no one is watching. It’s staying humble in victory, graceful in defeat, and steadfast in the pursuit of improvement. Through the challenges I’ve faced from managing my chronic condition, Dissecting Cellulitis of the Scalp, to balancing academics and leadership I’ve discovered that integrity and resilience are the cornerstones of who I am. The water has taught me how to fight through discomfort; my community has taught me why that fight matters. In every aspect of my life, I strive to embody the qualities that define a true athlete and leader. I work not just to win races or achieve recognition, but to leave a lasting impact on those around me to be an example of perseverance, compassion, and dedication. Whether in the pool or in my community, I lead with heart, I compete with honor, and I serve with purpose. My goal is not only to grow as an individual but to help others find their own strength along the way. That, to me, is the ultimate expression of character, sportsmanship, and work ethic.

My name is Ajalon Washington, and I am a proud student at Paul Quinn College, where I am pursuing my degree in History with a focus on education and community development. As I approach my final semester in Fall 2025, I am applying for this scholarship to help clear my remaining balance and finish my degree strong. This support would not only allow me to graduate on time but would also relieve a significant financial burden that stands between me and the goals I have worked tirelessly to reach. Throughout my college experience, I have faced challenges that tested both my faith and resilience. Living with Dissecting Cellulitis of the Scalp, a chronic skin condition, has been one of those challenges. Managing the pain, medical appointments, and emotional strain while keeping up with academics required me to develop strong self-discipline and inner strength. However, instead of allowing my condition to define me, I have used it to fuel my determination to make a lasting impact in the world. I believe that true strength comes from perseverance and my journey has proven that setbacks can be steppingstones toward success. Education, for me, is more than a career path; it’s a calling. I plan to use my degree to teach history and eventually open educational programs that bridge academic learning with real-world experience, especially for students in underserved communities. Growing up in Dallas, I witnessed firsthand how many students especially those of color struggled due to limited resources and lack of encouragement. My goal is to change that narrative. I want to create classrooms where young people feel seen, supported, and inspired to believe in their potential. My journey at Paul Quinn College has not only shaped my academic knowledge but also deepened my commitment to service and leadership. I currently serve as the President of the Iota Kappa Chapter of Alpha Phi Alpha Fraternity, Inc., where I lead initiatives focused on mentorship, scholarship, and community uplift. Through Alpha Phi Alpha, I have organized and participated in service projects such as voter registration drives, campus cleanups, Project Alpha discussions for young men, and mentorship sessions with high school students. These experiences have reinforced my belief that leadership is about service and that each act of giving back helps plant seeds for a better future. Beyond my fraternity work, I’ve volunteered in various community outreach efforts around Dallas, including food distributions, youth tutoring, and civic engagement programs. These experiences remind me that progress starts at the community level, and I am committed to continuing that service wherever I go. I believe in using my education and leadership platform to build bridges of opportunity for others, just as those before me did for my generation. This scholarship would mean far more than financial assistance it would represent an investment in a student who is determined to make a difference. Clearing my balance for my final semester will allow me to focus fully on completing my coursework, preparing for my teaching certification, and continuing my community engagement without the constant worry of financial instability. With your support, I will be able to finish strong, graduate with pride, and step into the next chapter of my life ready to give back tenfold to the communities that raised me. I am deeply grateful for your consideration and for the opportunity to share my story. My journey has taught me that resilience is not about avoiding struggle it’s about using every obstacle as a foundation for growth.

Resilience is often described as the ability to bend without breaking, but for me, it’s been about learning to heal even when I’m still hurting. Living with Dissecting Cellulitis of the Scalp a chronic and painful skin condition has been one of the greatest tests of my physical and emotional endurance. What started as small, inflamed bumps eventually became an ongoing battle with flare-ups, scarring, and self-consciousness. There were days when I couldn’t sleep from the pain and others when I avoided mirrors altogether. But through this journey, I discovered that resilience isn’t about pretending to be strong it’s about choosing to keep going even when strength feels far away. When I first began college, managing this condition alongside my coursework was incredibly difficult. I worried that my peers would notice the patches on my scalp or that I would miss important classes due to treatment or exhaustion. I learned quickly that living with a chronic condition meant planning ahead, advocating for myself, and finding balance. On days when the pain was at its worst, I relied on faith, structure, and support systems whether that was talking with professors, reaching out to friends who understood, or taking quiet moments to recharge. Resilience, to me, means not allowing a condition to define my identity or limit my purpose. I’ve turned my experience into a source of motivation rather than shame. Each scar reminds me of how much I’ve endured and how far I’ve come. My condition has taught me empathy an understanding that everyone, visible or not, carries their own battles. It has also deepened my determination to succeed academically and personally, no matter what challenges arise. As a college student, resilience looks like showing up to class even after a painful night. It looks like maintaining confidence during presentations despite insecurities. It looks like celebrating small victories finishing an essay, meeting deadlines, or simply getting through a hard day with a smile. Every step forward is proof that my condition does not define my capacity for greatness. Dissecting Cellulitis has forced me to slow down, to take care of myself, and to appreciate the quiet power of perseverance. My journey reminds me that healing is not always visible, and strength doesn’t always roar it often whispers, “keep going.” By sharing my story, I hope others facing chronic conditions understand that resilience isn’t about being unbreakable; it’s about learning to rebuild, again and again, with grace and courage.

Strength Beneath the Scars: Living with Dissecting Cellulitis of the Scalp Resilience is often described as the ability to bend without breaking, but for me, it’s been about learning to heal even when I’m still hurting. Living with Dissecting Cellulitis of the Scalp a chronic and painful skin condition has been one of the greatest tests of my physical and emotional endurance. What started as small, inflamed bumps eventually became an ongoing battle with flare-ups, scarring, and self-consciousness. There were days when I couldn’t sleep from the pain and others when I avoided mirrors altogether. But through this journey, I discovered that resilience isn’t about pretending to be strong it’s about choosing to keep going even when strength feels far away. When I first began college, managing this condition alongside my coursework was incredibly difficult. I worried that my peers would notice the patches on my scalp or that I would miss important classes due to treatment or exhaustion. I learned quickly that living with a chronic condition meant planning ahead, advocating for myself, and finding balance. On days when the pain was at its worst, I relied on faith, structure, and support systems whether that was talking with professors, reaching out to friends who understood, or taking quiet moments to recharge. Resilience, to me, means not allowing a condition to define my identity or limit my purpose. I’ve turned my experience into a source of motivation rather than shame. Each scar reminds me of how much I’ve endured and how far I’ve come. My condition has taught me empathy an understanding that everyone, visible or not, carries their own battles. It has also deepened my determination to succeed academically and personally, no matter what challenges arise. As a college student, resilience looks like showing up to class even after a painful night. It looks like maintaining confidence during presentations despite insecurities. It looks like celebrating small victories finishing an essay, meeting deadlines, or simply getting through a hard day with a smile. Every step forward is proof that my condition does not define my capacity for greatness. Dissecting Cellulitis has forced me to slow down, to take care of myself, and to appreciate the quiet power of perseverance. My journey reminds me that healing is not always visible, and strength doesn’t always roar it often whispers, “keep going.” By sharing my story, I hope others facing chronic conditions understand that resilience isn’t about being unbreakable; it’s about learning to rebuild, again and again, with grace and courage.

My involvement in my local churchs has been the foundation for how I view service and why I choose to remain active in my community. The church has taught me that service is not only about giving but also about embodying love, compassion, and responsibility toward others. Through the lessons I have learned and the opportunities provided by my church, I have been able to engage in meaningful programs such as A Voteless People is a Hopeless People, Boxes of Blessings, and World Vision. Each initiative has deepened my sense of purpose and expanded my understanding of what it means to serve. The church instilled in me the belief that faith without works is incomplete. Growing up in this environment, I learned early on that my faith should extend beyond worship services and into everyday action. This belief has guided me to engage in civic and social causes. For example, through A Voteless People is a Hopeless People, I have participated in voter education and registration efforts. My church emphasized the importance of using one’s voice to bring about change, and this program directly reflects that value. By working to ensure that members of my community are registered and informed about their voting rights, I not only live out my faith but also contribute to empowering others to shape their own futures. Similarly, my church’s emphasis on charity and compassion for those in need has inspired my involvement with Boxes of Blessings. This program is about more than distributing food and resources; it is about offering hope and showing love to families who may be going through difficult times. My church often reminds us that we are called to be the hands and feet of service in our communities. By helping prepare and distribute these boxes, I have witnessed firsthand the difference a simple act of kindness can make. It is in these moments that the lessons from my church become real, transforming service from an obligation into a calling. My church has also encouraged me to think globally about service. Through World Vision, I have been able to extend my efforts beyond my immediate community. Whether it is supporting children’s education, addressing hunger, or contributing to sustainable development initiatives, this program has shown me that service knows no boundaries. The values instilled by my church generosity, empathy, and stewardship push me to see every act of service as part of a larger mission to make the world a better place. Ultimately, my church has given me a framework for understanding service as a lifestyle rather than a single event. Every outreach program, volunteer opportunity, and mission project has reminded me that service is about embodying love in action. Whether I am helping someone in my neighborhood, participating in civic engagement, or supporting global initiatives, my service always comes back to the lessons I learned in my church. It has shaped me into someone who sees needs and feels called to respond. In short, my involvement in my local church has been the heartbeat of the service I do in my community. It has not only provided the opportunities but also instilled the values that guide me. The programs I am a part of A Voteless People is a Hopeless People, Boxes of Blessings, and World Vision are extensions of the lessons I carry with me: that service is an expression of faith, a duty to one’s community, and a way to create lasting impact.

Living with a chronic illness changes not only how you see yourself but also how you navigate the world around you. For the past five years, I have lived with Dissecting Cellulitis of the Scalp (DCS), a rare and painful condition that causes inflammation, scarring, and lesions. While it is not as widely recognized as illnesses like Ehlers-Danlos Syndrome, DCS has created significant challenges in my life, particularly within my education. It is something that has tested my confidence, my health, and my persistence but it has also strengthened my resilience and determination to keep moving forward. At first, dealing with DCS was isolating. I struggled with physical pain and discomfort that often made focusing in class difficult. There were days when sitting through lessons felt like running a marathon, because the flare-ups were distracting and exhausting. On top of the physical challenges came the emotional weight. As a teenager, appearance and confidence often shape your interactions with others. Having a condition that left visible marks on my scalp made me feel self-conscious. I worried about how classmates might see me, and this sometimes led me to withdraw or second-guess myself. Despite these struggles, I made a choice early on not to let DCS define me or stop me from pursuing my education. Blackburn Dermatology played a major role in helping me manage this illness. After years of trial and error with treatments that never truly worked, their care finally gave me relief and progress. Having doctors who not only understood my condition but also treated me with compassion gave me hope. That hope pushed me to show up, even when things were hard, and reminded me that persistence matters. In the classroom, I found ways to work through challenges by developing problem-solving skills and adapting my learning strategies. Living with ADHD and dyscalculia on top of DCS meant that I had to approach education differently than some of my peers. But instead of viewing these as setbacks, I leaned into resilience. I kept notebooks to stay organized, sought out resources that fit my learning style, and reminded myself that setbacks did not mean failure. I also leaned on my passion for history, which gave me purpose and excitement when other aspects of school felt overwhelming. Outside of academics, my experiences shaped my leadership. I became more empathetic and intentional about creating safe spaces for others whether through my involvement in Boy Scouts, where I earned the rank of Eagle Scout, or in my fraternity, Alpha Phi Alpha, where I now serve as chapter president. Living with a chronic condition taught me to listen, encourage, and support others, because I know firsthand how important it is to feel seen and valued when life is difficult. Receiving this scholarship would help me continue to pursue my goals without the added stress of financial barriers. I want to become an educator and create classrooms where students especially those with learning differences or health challenges feel safe and capable of succeeding. My journey with DCS has shown me that while challenges can feel overwhelming, they can also prepare you to lift others up. This scholarship would give me the opportunity to focus on my studies, refine my teaching philosophy, and work toward making a difference in the lives of the next generation. Living with DCS has not been easy, but it has taught me perseverance, faith, and strength. My education has been shaped by both pain and persistence. I will continue to use my story to encourage others and to pursue my goals with determination.

My name is Ajalon Washington, and I am a senior at Paul Quinn College majoring in History. Education has always been at the heart of my aspirations, not simply because I love learning but because I view teaching as a powerful way to transform lives. My personal journey has shown me both the challenges and opportunities that come with education, and it is through these experiences that I have developed my passion for becoming an educator who creates safe, inclusive, and inspiring learning spaces. I grew up navigating the difficulties of ADHD and dyscalculia, challenges that often made the classroom a frustrating environment. At times, I struggled to keep up with numbers and organizational tasks, and I saw how easily students like me could be overlooked. Yet those same struggles gave me something even more valuable: perspective. I understand what it feels like to be the student who needs extra patience, the one who learns differently, or the one who worries about falling behind. These experiences gave me empathy, resilience, and the determination to become a teacher who ensures no student feels invisible or incapable. My passion for history also shapes my career goals. To me, history is not just about dates, wars, or famous figures it is about humanity’s story. It is the story of resilience, mistakes, triumphs, and lessons that can guide us today. I believe history, when taught well, can empower students to think critically about the world around them, to see themselves as part of a larger story, and to recognize their own agency in shaping the future. As a teacher, I want my students to not only learn about the past but also understand how it connects to their identities and communities in the present. I plan to make a positive impact on the world through education by creating classrooms that are both academically rigorous and emotionally supportive. My teaching philosophy emphasizes three values: inclusivity, critical thinking, and empowerment. Inclusivity means recognizing that every student learns differently and deserves equal access to education. Critical thinking means teaching students to analyze, question, and make informed judgments, not just memorize facts. Empowerment means instilling in them the confidence to know that their voices matter, both inside and outside the classroom. Leadership and service have prepared me for this path. As an Eagle Scout, I learned discipline, responsibility, and service to others. Leading my troop as Patrol Leader and Senior Patrol Leader showed me how to guide with patience and lead by example. In college, I further developed as a leader through Alpha Phi Alpha Fraternity, Inc., where I currently serve as President of the Iota Kappa Chapter. In this role, I mentor my fraternity brothers, organize community initiatives, and uphold our fraternity’s mission of scholarship and service. Both of these experiences reinforced my belief that true leadership is rooted in serving others, a lesson I carry into my career aspirations as an educator. I have also gained hands-on experience working with students through programs like United to Learn, where I served as an in-class tutor. This role allowed me to work directly with students, helping them improve academically while supporting teachers in classroom management. I saw firsthand the difference that one-on-one support can make in a child’s confidence and progress. It also gave me an even greater appreciation for the daily work of teachers and confirmed my commitment to this career path. By dedicating my life to teaching, I aim to leave a legacy of students who are informed, inspired, and equipped to create a better future.