Some of the most meaningful parts of my high school experience have come through my involvement in Allied Sports, Best Buddies, and peer mentoring in a special education classroom. These programs focus on building connections between students with and without disabilities and creating spaces where everyone feels included. One moment that has stayed with me happened during an Allied Sports soccer game. I noticed a student standing near the sideline while the rest of the group played. The field was loud with teammates calling for passes and volunteers cheering, but he wasn’t really engaged in the game. Instead, he wandered around the edge of the field, occasionally talking or singing quietly to himself. After a while, a few of us encouraged him to come onto the field and join the game. It took some coaxing, but he stepped across the sideline and onto the field! He didn’t score a goal or make a big play, but that didn’t matter. The victory was that he chose to step onto the field and try. Our team cheered and clapped for him just as loudly as we would have for a goal, because for him, that moment alone was something worth celebrating. Moments like that are what make these programs so meaningful. Through Allied Sports and Best Buddies, I have learned that inclusion comes down to small actions. Encouraging someone to join in, celebrating their efforts, and helping create an environment where everyone feels comfortable participating may seem simple, but they mean a lot to someone who might feel left out otherwise. I experienced a similar lesson as a peer mentor in a special education classroom. At first, I thought my role would mostly involve helping with assignments or classroom tasks, but I quickly realized that what mattered most was building relationships. I spent time talking with the students, learning about their interests, celebrating their progress, and giving a lot of high fives! One moment that meant a lot to me happened when I missed a week of school because of a concussion. When I came back, the students had drawn pictures and written notes and cards for me, and it meant a lot to see how much they cared. One student I connected with through peer mentoring, Allied Sports, and Best Buddies has continued to be part of my life outside of those programs. She sometimes comes to my basketball games to watch me play. When we lost in the playoffs this year, I was crying on the court after the final buzzer. Later, when I came out of the locker room, her mom told me that she had refused to leave because she was upset that I was crying and wanted to see me to make sure I was OK. She is mostly nonverbal, but when she saw me she came over and gave me a big hug and looked at me with such concern. In that moment, I realized that the relationships built through these programs go both ways. Experiences like these have shaped how I think about service and community. Service is not always about organizing a large project or receiving recognition. It is about noticing when someone needs encouragement, helping them feel included, and celebrating small accomplishments that might seem small to others but mean a lot to the person experiencing them. As I pursue a career in education, these experiences will continue to guide me. I want to create classrooms and communities where every student feels supported, included, and confident enough to take small steps forward and be celebrated when they do.