My ambition to be a teacher derives from a transformative educational journey during my freshman year of high school. This journey would not have been possible without Ms. Starns, the insightful teacher who showed me the potential of teaching as a way to empower and heal. From a young age, my path to academic success was obstructed by an unstable home environment shaped by my parents' struggles with alcoholism. As a result of my parents’ incessant drinking, I grew a deep need to become a caretaker in my home. I tried anything to control and stop their alcoholism. However, no matter what I did, the drinking returned. As a result, I felt a deeply ingrained sense of powerlessness and fear. These feelings spilled over into my academic life. Because of my home struggles, I felt like a helpless student. I struggled to concentrate, had emotional outbursts, and ultimately convinced myself that school was pointless. Lost and overwhelmed by emotions, I believed I was destined for failure. These feelings continued until I met my freshman-year English teacher, Ms. Starns. Ms. Starns opened my eyes to what was possible for my future. Ms. Starns was the first teacher who truly took notice of my school habits and their causes. She did this in a subtle, welcoming way. For example, she would show me literature that discussed themes of family. She would ask me to expand upon these works with my own ideas. Slowly, she began to understand the impact my home life had on me, a realization that even I hadn't fully grasped. The more we worked together, the more Ms. Starns understood my situation. It was this knowledge that compelled Ms. Starns to introduce me to the concept of emotional intelligence (EQ). Ms. Starns’s lessons on EQ taught me skills for navigating my emotional response to my parents’ alcoholism. Instead of holding myself responsible for my parents' alcoholism as a way to deny its permanence, I learned to accept my situation. I became more communicative with those around me about my feelings and goals. I found hope in my life and began to see schooling as a way to set myself up with a more positive future. Ms. Starn’s lessons on EQ were a turning point. They helped me take control of my life in the classroom. This newfound sense of control in my education illustrated the potential I had to empower others with the same tools that helped me. Fueled by this desire, I started "Me You & EQ," a non-profit organization dedicated to teaching EQ to students. Through Me You & EQ, I collaborate with EQ researchers to design interactive games focused on teaching emotional intelligence strategies. I then bring these games into elementary school after-school programs in my area. The incredible response I've received from this work has been highly gratifying. Whenever a student asks a question or shares how they applied one of my lessons in their life, I know they are developing a positive mindset that will stay with them forever. My experience with Me You & EQ and Ms. Starns’s teachings have inspired me to pursue a career in teaching. I want to be a source of support and advice that students need to thrive, not just academically, but in all aspects of life. I envision my life as a teacher as a way to perpetually fulfill this goal. From expanding on EQ lessons in the classroom to working individually with any student, I know teaching offers a chance to create a ripple effect of positive growth.

I was the Eighteenth Amendment. Growing up, I attempted to enact this jurisdiction on the alcohol that incessantly infiltrated my home, leaving my father's words a slurred puzzle and my mother's passed-out body an obstacle. These drunken transformations created lasting facets: caretaking shaped my concept of childhood, lies were the only form of communication I knew, and I fought against the drinking, draining bottles while documenting broken promises. In my mind, I had to do everything I could to prevent the abuse and infidelity that transpired from intoxicated evenings. As a constant nightwatchman, I grappled with a precarious internal state. I simultaneously believed that people were fundamentally untrustworthy and self-serving and that my home's dysfunction stemmed from my inability to maintain control over the situation. To combat my failure, I centered my life around controlling the drinking in any way I could. It wasn't until I discovered the concept of emotional intelligence (EQ) that I realized I needed a repeal, just like the Eighteenth Amendment. EQ taught me to understand what I could control regarding addiction in my life. I began to learn skills for navigating my emotional attachment to the drinking. Instead of holding myself responsible for my parents' alcoholism as a way to deny its permanence, I learned to accept my situation. I no longer tried to stop my parents' alcoholism. I used communication and regulation tactics to maintain a necessary level of detachment while fostering external connections. Instead of guarding myself from vulnerable relationships, I became more honest with those I felt safe around, like my Grandmother. Most importantly, I learned to see the good in myself and others. Recognizing, understanding, and learning to manage my emotions helped me thrive with constant exposure to alcoholism and its effects. Because of this, I wondered why I had never learned about EQ earlier. The more I reflected, the more I became certain that my discoveries could aid others needing emotional awareness and control. This belief led me to create my non-profit organization, Me You & EQ. Through Me You & EQ, I collaborate with EQ researchers to design interactive games focused on teaching emotional intelligence strategies. I then bring these games into elementary school after-school programs in my area. The incredible response I've received from this work has been highly gratifying. Whenever a student asks a question or shares how they applied one of my lessons in their life, I know they are developing a mindset that will stay with them forever. My journey of teaching EQ skills as a result of my parents' alcoholism has inspired me to pursue a career in education. Specifically, I aim to work on curriculum development, ensuring a more comprehensive approach. I believe in filling the educational gap in social and emotional learning, empowering students with essential tools to navigate challenges. EQ education transformed my life growing up. I want to ensure this kind of teaching reaches students at all stages. My alcoholic parents taught me how to find and maintain control in my life. My emotional awareness and communication skills allow me to navigate difficult situations with a healthy detachment that comes from self-love and appreciation. My transformative experiences have shaped my personal growth and ignited a passion to equip future generations with the education they need to thrive. By ensuring children have access to social and emotional learning resources, I hope to break the cycle of silence and internal blame stemming from a challenging family environment. Alcoholism continues to shape my life, but my mindset as the Eighteenth does not.