Scholarship Essay: Achieving My Goals Through a College Degree I’m a high school teacher and coach in Luling, Texas, and every day I see kids chasing dreams despite tough odds. That hits close to home because I grew up in a single-parent household where money was tight, and college felt like a long shot. Yet, with grit and support from teachers and coaches, I earned my BA in History with a minor in Education at Sul Ross State University, pushing through a 2.9 GPA as a four-year football starter. Now, I’m holding a 4.0 in my ongoing Master’s in Sports Management, and this scholarship would be a game-changer to finish my degree and reach my goals. I want to become an athletic director or school counselor, using my love for education and sports to lift up students, especially those with special needs or from tough backgrounds like mine. This $1,500 would ease the financial strain, letting me focus on my studies and make a bigger impact in my community. Career Aspirations and Goals My big dream is to lead as an athletic director or school counselor, blending my passion for education and sports to help kids find their path. As a Special Education and History teacher, I work with students who face challenges like autism or learning disabilities, and as a football, wrestling, and track coach, I see how sports can build confidence and teamwork. One of my wrestlers, a kid named Juan with a learning disability, was shy and doubted himself. I gave him small roles, like leading warm-ups, and now he’s a team captain, chest out, proud as can be. Moments like that drive me. I want to create school programs that use sports and counseling to support all students, especially those who feel overlooked, like I did growing up with just my mom. As an athletic director, I’d design inclusive sports programs that give every kid—special needs or not—a chance to shine. My Master’s in Sports Management is teaching me how to manage budgets, plan events, and lead teams, skills I’ll use to build leagues where kids like Juan thrive. If I go the counseling route, I’d focus on mental health, especially for Latinx students or those from low-income homes, using my sociology research on racial representation in sports to address cultural stigmas. For example, I’ve seen how machismo can keep my Hispanic athletes from talking about stress. I want to create safe spaces where they can open up, like I did with Juan through one-on-one talks. My goal is to work in a Texas school district, maybe even back in Luling, to give kids the support I got from my coaches and teachers. How the Scholarship Supports My Endeavors This $1,500 scholarship would take a huge weight off my shoulders. Coming from a single-parent home, I’ve always had to stretch every dollar. My mom worked hard to keep us afloat, but college was on me—loans, part-time jobs, and late nights studying while playing football. Now, as a graduate student, I’m juggling teaching, coaching, and coursework, and the costs of tuition, books, and living expenses add up fast. This scholarship would cover things like textbooks or part of my tuition at Sul Ross, letting me focus on maintaining my 4.0 and diving deeper into my studies, like learning how to design inclusive sports programs or mental health workshops. Financially, it’d give me breathing room to pursue extra training, like workshops on counseling techniques or athletic administration, which aren’t cheap but would make me better at my job. It’d also mean less stress about bills, so I could spend more time mentoring kids like Juan or planning lessons for my Special Ed students. Academically, it’d help me finish my Master’s strong, opening doors to leadership roles in schools. Professionally, it’d let me keep pouring energy into my students and athletes, whether I’m helping a kid with autism read a history chapter or coaching a wrestler to believe in himself. Every bit of support brings me closer to my dream of making schools places where every kid feels they belong. Future Plans and Impact of the Scholarship Looking ahead, I plan to graduate with my Master’s in Sports Management by 2026 and either step into an athletic director role or pursue a counseling certification to become a school counselor. As an athletic director, I’d build programs that mix special needs and general ed kids, like a unified track team where everyone competes together. I’ve seen how my track runners with Down syndrome light up when they cross the finish line, and I want every school to have that kind of program. If I go into counseling, I’d focus on mental health for underserved kids, especially Latinx students, using my bilingual skills and research on cultural barriers to create group sessions that feel like team huddles—safe, supportive, and strong. My long-term plan is to lead in a Texas school district, maybe in a small town like Luling where kids don’t always get the resources they need. I want to start initiatives like after-school clubs that blend sports and social-emotional learning, teaching kids resilience through activities like the trust exercises I use with my football team. I also want to advocate for more funding for Special Education, so kids with disabilities get the tools they deserve. My sociology research drives this—I’ve studied how stereotypes in sports can make minority kids feel invisible, and I want to change that through education and athletics. This scholarship would make these plans real by cutting down my financial stress. It’d help me graduate debt-free, so I could focus on giving back instead of paying loans. For example, it could cover costs for certification exams or travel to conferences where I’d learn new ways to support my students. It’d also give me time to keep coaching, which is where I connect with kids like Juan, helping them grow into leaders. Down the road, I see myself mentoring other teachers and coaches, sharing what I’ve learned about making every kid feel seen, whether they’re in a classroom or on a field.

Special Needs Teachers Scholarship Essay: Passion for Guiding Special Needs Students I’m a high school teacher and coach in Luling, Texas, and nothing fires me up more than helping my Special Education students shine. With a BA in History, a minor in Education, and a 4.0 in my ongoing Master’s in Sports Management, I’ve learned that teaching kids with special needs—like autism or Down syndrome—takes heart, grit, and creativity. As a four-year football starter at Sul Ross State University, I fought through tough games and a 2.9 GPA to get where I am today, and now, as a Special Education and History teacher and coach for football, wrestling, and track, I pour that same fight into my students. Growing up in a single-parent home, I know what it’s like to feel different, and that drives my passion to make every kid feel seen and capable. I’m here to guide special needs students to find their own presence, just like the scholarship donor did for his family with Alzheimer’s. Why I’m Passionate About Special Education? My passion for teaching special needs students comes from seeing their potential when others might not. In my classroom, I’ve got kids who struggle with reading, socializing, or just believing in themselves. One of my students, a junior with autism named Miguel, used to shut down during history lessons, overwhelmed by the noise and pace. I started pairing him with a peer buddy and breaking lessons into short, hands-on activities—like building timelines with blocks. Now, he’s the first to raise his hand with an answer, grinning ear to ear. Moments like that light a fire in me. My coaching helps, too—whether it’s teaching my wrestlers to push through a tough match or helping a track kid with Down syndrome cross the finish line, I see how patience and belief can change a kid’s world. My sociology research on racial representation in sports also showed me how kids from marginalized groups, like many of my Latinx students, often feel invisible. As a Special Ed teacher, I’m driven to make sure every student feels they belong, no matter their challenges. Teaching special needs kids isn’t easy—it takes the craftiness of Odysseus, the patience of Mother Teresa, and the focus the donor describes. But it’s worth it. When I see a kid like Miguel light up or one of my athletes with learning disabilities score a touchdown, I know I’m making a difference. My own journey, going from a 2.9 GPA to a 4.0 in grad school, taught me that setbacks don’t define you, and I want my students to learn that, too. I’m passionate because every kid deserves a teacher who sees their spark and helps them shine, just like the donor cared for his uncle and brother. Responding to Professor Harold Bloom’s QuoteProfessor Bloom’s quote “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence,” means helping students discover their own worth and place in the world. For special needs students, this is about building confidence to navigate their challenges and feel valued for who they are. A kid with autism might feel lost in a loud classroom, but when you help them find their voice—like Miguel raising his hand—they start to see themselves as capable. Their “presence” is that inner strength, the belief they can contribute, whether it’s answering a question or running a race.My mission is to guide special needs students to this sense of presence through patience, creativity, and trust. In the classroom, I use tailored strategies, like visual aids or one-on-one check-ins, to meet each kid where they are. For example, I had a student with Down syndrome who struggled with writing essays. I let her draw her ideas first, then helped her turn them into words. She beamed when she read her essay aloud, feeling proud of her voice. As a coach, I build presence through teamwork—my football players with learning disabilities learn they’re vital to the team when I give them roles like calling plays. I also lean on my Sports Management studies to design inclusive activities, like group projects that mix special needs and general ed kids, so everyone feels part of the crew. My goal is to make every student feel seen, like I did when my coaches believed in me despite my struggles growing up. Fairy Tale: The Coach of Courage Once upon a time in the small kingdom of Luling, there lived a teacher named Coach T, a former warrior of the football fields who’d battled through tough odds. Coach T taught in a school where some students, called the Hidden Heroes, had special challenges—some couldn’t speak easily, others found learning a maze. The kingdom’s elders said these Heroes couldn’t shine like others, but Coach T knew better. One day, a shy Hero named Miguel, whose mind danced differently, joined Coach T’s class. Miguel hid in the shadows, afraid to step into the light. Coach T, with the heart of a lion and the patience of a sage, crafted a plan. He gave Miguel a magic shield—small tasks like building history towers with blocks—and paired him with a kind squire, a peer buddy. Slowly, Miguel’s courage grew, and he began to speak, his voice like a trumpet in the quiet hall. The kingdom faced a great challenge: a tournament where all students had to show their strength. The elders doubted the Hidden Heroes could join. But Coach T, using his wisdom from far-off studies in Sports Management, created a game where every Hero had a role—some ran, some cheered, some planned. Miguel led a cheer, his presence lighting up the field. The kingdom saw the Heroes weren’t hidden—they were stars. Coach T’s quest wasn’t over, but he knew his purpose: to guide every Hidden Hero to their own light, proving they belonged. And so, with his wife by his side, fishing in the calm rivers of Luling, Coach T vowed to keep teaching, coaching, and believing in every Hero’s spark. Conclusion My passion for special education comes from moments like Miguel’s smile or a runner crossing the finish line—they’re proof that every kid can find their presence. Like the donor caring for his family, I rely on love for the profession to guide my students. Whether in the classroom or on the field, I’ll keep fighting to help special needs kids feel strong, seen, and ready to take on the world, just like I did when I turned my struggles into a 4.0.

As a high school teacher and coach in Luling, Texas, I’ve seen how mental health struggles can hold kids back, especially in the Latinx community where stigma and access barriers hit hard. Growing up in a single-parent home, I faced my own challenges, but coaches and teachers who believed in me kept me going, leading to a BA in History and now a 4.0 in my ongoing Master’s in Sports Management at Sul Ross State University. As a four-year football starter, I learned grit, and now, as a Special Education and History teacher and coach for football, wrestling, and track, I’m driven to pursue a mental health career—specifically as a school counselor—to support Latinx students. My goal is to break down stigma and provide culturally responsive care, ensuring kids feel seen and strong. My motivation comes from my students. Many of my Latinx athletes and Special Ed kids deal with stress from family pressures, economic hardship, or feeling out of place. One of my wrestlers, a Mexican-American sophomore, was battling anxiety but wouldn’t talk because “that’s not what men do.” Through check-ins and team-building exercises, I helped him open up, and now he’s leading practices with confidence. My sociology research on racial representation in sports showed me how cultural stereotypes—like machismo—can silence mental health struggles in Latinx communities. As a counselor, I’d use my bilingual skills and cultural roots to connect with these kids, making therapy a safe space where they feel understood. The Latinx community faces real barriers: language gaps, 18% uninsured rates, and stigma around mental health. In El Paso, where I plan to relocate for graduate studies, these issues are clear. I want to design school counseling programs that tackle these head-on—offering Spanish-language resources, teaching coping skills through sports-inspired activities, and educating families to reduce stigma. My Sports Management degree equips me to build programs blending teamwork and mental health, like group sessions modeled on football huddles. I’ve seen how team trust lifts my players; I’d bring that to counseling to help Latinx students face anxiety or depression. My ambition is to become a Licensed Professional Counselor, focusing on Latinx youth in schools. I’m driven by my own journey—overcoming a 2.9 undergraduate GPA to currently holding a 4.0 in my Master’s showed me setbacks don’t define you. I want to teach Latinx kids that same resilience, helping them navigate challenges like I did, whether it’s financial stress or cultural pressures. When I’m fishing with my wife or coaching my team, I think about how every kid deserves a shot to thrive. Pursuing this career isn’t just a job—it’s my purpose to lift up the Latinx community, ensuring no student feels alone in their struggles.

As a high school teacher and coach in Luling, Texas, I’ve seen how education can change lives, just like Sierra Argumedo dreamed of doing. Her passion for making every student feel seen and loved hits home for me. I grew up in a single-parent home in a small town, feeling overlooked at times, but teachers and coaches who believed in me set me on my path. Now, as a Special Education and History teacher with a BA in History, a minor in Education, and a 4.0 in my Master’s in Sports Management, I pour that same belief into my students. If I could change one thing in education, it’d be to make social-emotional learning (SEL) a mandatory part of the K-12 curriculum. This would help every kid feel valued, build their grit, and get them ready for life, creating a brighter future for all. SEL teaches kids how to handle their emotions, build friendships, and make good choices. In my Special Education classes, I see students who struggle not just with schoolwork but with fitting in. One of my freshmen, a quiet kid with autism, barely talked last year. Through small group work and checking in with him one-on-one, I helped him open up, and now he’s the loudest cheerer at our football games. That’s what SEL can do—it meets kids where they’re at. Right now, though, SEL is often just an add-on, squeezed into homeroom or left to teachers like me to figure out. Making it mandatory, with real class time and trained teachers, would give every student—whether in Special Ed or not—the tools to face tough days and feel like they belong, just like Sierra wanted. Why this change? As a football, wrestling, and track coach, I’ve learned kids shine when they feel supported. Playing football for four years at Sul Ross State University taught me to push through hard times—going from a 2.9 GPA in my History degree to a 4.0 in my graduate program showed me how to bounce back. But not every kid has a coach or teacher to guide them. SEL would fix that. My sociology research on racial representation in sports showed me how stereotypes can make minority students feel invisible. SEL could include lessons on celebrating differences, helping kids like my Hispanic wrestlers feel proud of who they are. It’d also teach them how to sort out conflicts, cutting down on bullying by building empathy—something I’ve seen work when my players talk through locker room disagreements. This change would make a big difference. Schools would be safer, more welcoming places where students like my freshman or my athletes from low-income homes feel like they matter. Research backs this up: SEL programs boost grades by 11 percentile points and cut behavior problems by 9% (CASEL, 2023). For kids from single-parent or low-income families like mine was, SEL could be a game-changer, helping them handle stress and build confidence. As a teacher, I’d see fewer kids slip through the cracks, and as a coach, I’d have teams that trust each other, not just compete. This fits Sierra’s dream of every student feeling loved while learning. It wouldn’t be easy to pull off. Schools would need money for teacher training and new lesson plans, and some might push back on adding another class. But we could start small—one SEL period a week, using teachers and coaches already there. My Sports Management studies give me ideas for team-based SEL activities, like football-style drills where kids solve problems together. I’d test this in Luling and hope it spreads. When I’m out fishing with my wife or coaching my team, I think about how education can lift kids up, like it did for me. Making SEL mandatory would honor Sierra’s legacy by making sure no student feels invisible. It’d create a generation of tough, kind leaders—exactly what the B.R.I.G.H.T Scholarship is all about.

As a high school teacher and coach in Luling, Texas, I’ve seen firsthand how education and athletics shape young minds. If I could create a mandatory class for all K-12 students, it would be called “Life Through Teamwork: Building Resilience and Respect.” This class would teach students the value of collaboration, perseverance, and empathy through team-based projects, sports-inspired activities, and real-world problem-solving. Drawing from my experience as a Special Education and History teacher, a football, wrestling, and track coach, and a former four-year starter student-athlete at Sul Ross State University, I believe this class would equip students with the tools to thrive in diverse, challenging environments and make a lasting impact on their communities. The class would blend practical teamwork skills with lessons on respect and inclusion, tailored to each grade level. For K-5 students, activities like group games and storytelling would teach basic cooperation and listening skills—think relay races where everyone must contribute to win or projects where kids share their family traditions to learn about others. Middle schoolers, grades 6-8 would tackle team problem-solving challenges, like designing a community service project, to build leadership and accountability. High schoolers (9-12) would dive deeper, analyzing real-world issues like teamwork in workplaces or diversity in sports, inspired by my own sociology research on racial representation in athletics. Every year, students would participate in a “Teamwork Day,” partnering with peers across grades to complete school-wide challenges, fostering unity and mentorship. Why this class? Growing up, football taught me resilience—pushing through tough practices and losses built my character. As a coach, I see kids struggle with conflict, self-doubt, or feeling left out, especially in Special Education, where inclusion is everything. This class would make a difference by giving every student, from the shy kid to the star athlete, a chance to shine in a team setting. It would teach them to value differences, like I’ve learned coaching diverse teams, and to bounce back from setbacks, a skill I honed going from a 2.9 GPA in my History degree to currently holding 4.0 in my Sports Management Master’s. Most importantly, it would show students that success isn’t just personal—it’s about lifting others up. The impact would be huge. Kids would learn early that respect and collaboration beat division every time, preparing them for jobs, relationships, and citizenship in a diverse world. Schools would see less bullying and more camaraderie, as students practice empathy through teamwork. As a teacher, I’d love to see my students carry these lessons forward, whether they’re leading a boardroom or a locker room. My dream is to mold minds that are tough, kind, and ready to tackle life’s challenges together—just like my wife and I face every fishing trip or tough day as a team. This class would plant those seeds, creating a generation of resilient, respectful leaders.