Growing up, my definition of family changed over time. For part of my childhood, I was raised by a single mother. Later, when she married my stepfather, we became a blended family. Experiencing both shaped the way I understand families today and taught me early that there is no single picture of what a family is supposed to look like. Those experiences have become especially meaningful now that I work in an elementary school. As a Parent Community Liaison at a Title I campus, I work with families from many different backgrounds and circumstances. Some children live with two parents, some with one, some with grandparents, and others are part of blended or extended families. My own experiences have taught me not to make assumptions about what happens outside the walls of a school. They have also taught me how important support can be. I am now a single mother of three and a nontraditional, first-generation college student. Nearly twenty years after first beginning college, I returned to pursue my degree in education while working full-time and raising my children. I plan to become certified in both EC–6 and Special Education because I want to be prepared to serve students with a wide range of abilities, needs, and life experiences. My childhood and adulthood have both taught me resilience, but they have also taught me something equally important: people should not have to navigate difficult circumstances entirely on their own. That belief is at the center of the work I do now. I help connect families with resources, encourage parents to become involved in their children's education, coordinate family engagement opportunities, and work to make school feel like a place where families belong. Before this role, I worked as a special education aide, where I learned how important it is for every child to have someone who sees their abilities instead of defining them by their challenges. When I think about how I can use my talents to “do good,” I think about creating that sense of belonging. As a future teacher, I want my classroom to be a place where children know that their family circumstances, disabilities, financial situations, or challenges do not determine their potential. I want parents to know that they are partners in their child's education and that they are welcome at the table. Eventually, I hope to use my experience in teaching, special education, family engagement, and leadership to advocate for students and families on an even larger scale. Being raised first in a single-parent household and later in a blended family helped me understand that families can change, struggle, adapt, and still provide the foundation from which children grow. My path has not been perfectly straight either. It took me nearly twenty years to return to college and pursue the career I now know I was meant for. But those experiences are not detours I wish I could erase. They are part of what I will bring into my classroom. I plan to use them to make sure the children and families I serve know one thing: whatever their family looks like and wherever their story began, they belong.

Nearly twenty years after I first began college, I made the decision to go back. Returning to school as an adult has looked very different than I once imagined college would. I am a full-time student, a full-time employee in a Title I elementary school, and a mother of three children. My days are often measured in school drop-offs, work responsibilities, homework assignments, family obligations, and late nights studying after everyone else has gone to bed. It is not always easy, but earning my degree has become one of the most important goals I have ever set for myself. When I was younger, college was something I hoped to complete. Today, I understand exactly why I am there. Working in public education helped me discover where I belong. I have worked as a special education aide and now serve as a Parent Community Liaison, connecting families with their school and community resources. These experiences have allowed me to see how much impact one educator can have—not only on a child, but on an entire family. I am pursuing a degree in education and plan to become certified in both EC–6 and Special Education. Ultimately, I want to build a career that combines education, advocacy, leadership, and family engagement. I want to be the kind of educator who recognizes that children come to school with different strengths, challenges, backgrounds, and support systems, and that those differences should never determine how much potential we see in them. Going back to college has also changed the way I see myself. As a first-generation college student, I did not grow up with a roadmap for navigating higher education. Returning as an adult meant learning that process while also managing responsibilities that could not simply be put on hold. There have been semesters when I wondered how I would fit everything into twenty-four hours, but each completed class has made the goal feel a little closer. I have worked hard to make the most of this second opportunity. I have become an Honors student, joined Phi Theta Kappa, earned scholarships, and maintained strong academic performance while continuing to work and raise my family. Those accomplishments mean more to me now than they would have twenty years ago because I understand what it took to earn them. My children also get to watch me do it. They see the homework spread across the table. They see me study for exams, celebrate good grades, struggle with difficult assignments, and keep going anyway. I hope that when they think about their own futures, they remember watching their mother decide that it was not too late to change hers. Receiving the How She Works Scholarship would help relieve some of the financial pressure that comes with continuing my education while supporting a family. More importantly, it would be an investment in a goal that extends far beyond earning a degree. I am building a career that I hope will allow me to serve children and families for many years. I am also proving to myself, and showing my children, that there is no expiration date on becoming the person you once hoped you could be. I may have taken the long way to college graduation, but I am no longer wondering whether I will get there. I know I will.

I did not take the traditional path to becoming a teacher. I returned to college nearly twenty years after I first started, while working in public education and raising my family. By the time I returned to school, I already knew exactly why I wanted to become an educator. I had seen education from perspectives that many future teachers do not get to experience before entering their own classroom. One of those perspectives came from working as a teacher’s aide in a life-skills special education classroom. That experience helped shape the teacher I want to become. I learned that students with disabilities do not need adults to focus on everything they cannot do. They need teachers who are willing to figure out how they learn, recognize what they can do, and give them the support necessary to keep moving forward. I am currently pursuing my degree in elementary education and plan to become certified in both EC–6 general education and Special Education. Being dually certified is important to me because I believe strongly in inclusion. I want to understand both sides of education well enough to build a classroom where students with disabilities receive meaningful support without unnecessarily limiting their access to their peers, challenging academics, or opportunities to discover their strengths. My experiences working in schools have shown me that ability and disability can exist at the same time. A student can be incredibly intelligent and still struggle with executive functioning. A child can understand difficult academic concepts while needing behavioral, communication, sensory, or emotional support to access the classroom successfully. When educators focus only on a student's deficits, we can easily underestimate what that child is capable of becoming. That is why Professor Harold Bloom's statement that the purpose of teaching is to bring students to a “sense of his or her own presence” resonates so strongly with me. To me, a student's sense of presence is the understanding that I am here. I belong here. My voice matters, and I am capable of contributing something valuable. For students receiving special education services, developing that belief can be especially important. From an early age, some students become very aware of the things that make them different. They know which assignments require accommodations. They notice when they leave the classroom for services. They hear adults discussing their behavior, their deficits, their test scores, their IEP goals, and the skills they have not mastered. Those supports and services are important, but they should never become a child's identity. A student should never walk away from special education believing that an IEP is a description of who they are or a prediction of what they can accomplish. My mission as an educator will be to help students recognize their strengths while giving them the tools and support they need in the areas that are difficult for them. That requires more than simply following accommodations on a piece of paper. It means knowing my students as individuals. I want to create a classroom where asking for help is viewed as self-advocacy rather than failure. I want students to learn what strategies work for them and eventually be able to communicate those needs themselves. I want to celebrate growth that might look small on paper but represents an enormous accomplishment for an individual child. I also believe that high expectations and appropriate support can exist together. Sometimes we unintentionally protect students with disabilities by expecting less from them. I want to challenge that mindset. Providing accommodations, differentiated instruction, sensory supports, additional processing time, behavioral support, or another intervention does not mean lowering the ceiling for what a student can achieve. It means building a pathway that allows that student to reach it. My goal is to become the kind of teacher who asks, “What does this student need in order to be successful?” before asking whether the student belongs in the room. That philosophy is one of the primary reasons I intend to earn both my EC–6 and Special Education certifications. I want the knowledge to teach rigorous elementary content and the specialized training to recognize and address barriers that may prevent a student with a disability from accessing that content. My path into education has also taught me that teachers cannot accomplish this alone. Families know their children in ways that schools never completely can. Special education works best when teachers, specialists, administrators, and families see themselves as members of the same team. In my current work in family engagement at a Title I elementary school, I have seen how much trust matters. Families need to know that educators see the whole child standing behind the paperwork, data, meetings, and acronyms. As a future teacher, I want my students to know that too. If Professor Bloom's idea of teaching is helping students discover their own presence, then I want my classroom to be a place where that discovery happens every day. It might happen when a student who normally avoids answering finally raises their hand. It might happen when a student learns to say, “I need a break,” instead of shutting down. It might happen when a child who has always believed they are “bad at school” discovers something they are exceptionally good at. Or it might happen quietly, when a student realizes that the adults in the room do not see them as a problem that needs to be fixed. Those moments matter to me. I am returning to college because I want the education, certification, and training necessary to create more of them. My long-term goal is not simply to earn a teaching certificate. I want to become an educator who understands general and special education well enough to help bridge the gap between the two. Every child deserves access to an education that recognizes both their needs and their potential. I want my students to leave my classroom knowing more than reading, writing, math, or science. I want them to understand themselves better. I want them to recognize their strengths, advocate for what they need, take pride in their progress, and know that needing support does not diminish their potential. Most importantly, I want each of them to leave knowing: I am here. I belong here. And what I bring to this classroom matters.

As a first-generation college student, single mother of three children, and full-time employee in a Title I elementary school, pursuing higher education has required determination, sacrifice, and perseverance. I believe I am uniquely deserving of this award because my educational journey represents far more than personal achievement. It represents the opportunity to create lasting change for my family and the community I serve. Every step of my journey has required balancing work, parenting, financial hardship, and academics while continuing to remain committed to my goals. Despite these challenges, I have maintained a 3.7 GPA, participate in the Honors Program, and was recently accepted into the Phi Theta Kappa Honor Society. These accomplishments reflect not only academic success, but also the resilience and discipline it has taken to continue pursuing my education during difficult circumstances. My “why” for pursuing higher education begins with my children. As a single mother raising three children, I want to create a more stable future and show them that obstacles do not define a person’s potential. There have been many nights spent studying after putting my children to bed and many moments where exhaustion or financial stress made continuing school feel overwhelming. However, I continue pushing forward because I want my children to see the value of perseverance, hard work, and education. I want them to grow up understanding that even when life is difficult, it is still possible to pursue goals and create opportunities for a better future. My “why” also comes from the work I do every day within my community. Working in a Title I school has allowed me to support students and families who face many of the same struggles I understand personally. I see firsthand how poverty, lack of resources, and difficult life circumstances can impact children and families. These experiences have strengthened my passion for education, advocacy, and community outreach. I want to continue growing professionally so I can better support underserved families, advocate for students, and help connect communities with resources that create meaningful change. Returning to school as an adult student has not been easy. As a first-generation college student, I have had to navigate higher education largely on my own while balancing the responsibilities of work and parenthood. There were times when I questioned whether I was capable of succeeding, but each challenge I overcame strengthened my confidence and commitment. My educational journey has taught me resilience, discipline, adaptability, and empathy, qualities that I will carry into both my career and my service to others. Receiving this award would not only ease some of the financial burden associated with continuing my education, but it would also represent encouragement and recognition for the hard work and sacrifices required to pursue my goals. More importantly, it would help me continue building a future where I can create a positive impact on the lives of students, families, and my own children. I am pursuing higher education because I believe education has the power to break cycles of hardship and create opportunities for future generations. My goal is not only to succeed personally, but also to use my experiences and education to uplift others, advocate for underserved communities, and serve as an example to my children that perseverance and determination can lead to meaningful change.

Returning to school as an adult student, full-time employee, and single mother of three children has been one of the most challenging yet rewarding experiences of my life. The decision to continue my education came from a desire to create a better future for my family and pursue long-term career goals, but balancing the responsibilities of work, parenting, and academics has required tremendous perseverance, sacrifice, and determination. Although the journey has not been easy, the challenges I have faced have strengthened my resilience and reinforced my commitment to completing my degree. One of the greatest challenges I have faced while returning to school has been balancing time and responsibilities. As a single parent, I am responsible for managing every aspect of my household while also working full-time in a Title I elementary school. My daily responsibilities include caring for my children, maintaining our home, managing finances, helping with homework, attending school activities, and ensuring my children’s emotional and physical needs are met. Adding college coursework to an already demanding schedule has often meant sacrificing sleep, personal time, and moments of rest in order to stay focused on my academic goals. There have been many late nights spent studying after my children were asleep and early mornings preparing for both work and school responsibilities. Financial hardship has also been a significant obstacle throughout my educational journey. Supporting a family while pursuing higher education can feel overwhelming at times, especially while managing the costs of tuition, books, childcare, transportation, and everyday living expenses. As a low-income student, there have been moments where I questioned whether continuing school was financially realistic. However, these challenges have motivated me to keep pushing forward because I understand the long-term opportunities education can provide for my family’s future. I want to build a more stable life for my children and show them that perseverance and education can create meaningful change. Another challenge I have faced is learning how to navigate higher education as a first-generation college student. Returning to school after years away from the classroom required rebuilding confidence in my academic abilities while also learning how to balance coursework with adult responsibilities. There were times when I doubted whether I was capable of succeeding, especially while managing stress and exhaustion. However, each semester I completed strengthened my confidence and reminded me why I started this journey in the first place. Despite these obstacles, I have remained committed to academic excellence. I currently maintain a 3.7 GPA, participate in the Honors Program, and was recently accepted into the Phi Theta Kappa Honor Society. These accomplishments represent far more than grades or academic recognition to me, they reflect the perseverance, discipline, and determination it has taken to continue pursuing my education despite difficult circumstances. They also serve as reminders to my children that hard work and persistence can lead to meaningful opportunities. Returning to school has taught me valuable lessons about resilience, discipline, and self-belief. My children have become my greatest source of motivation throughout this process. I want them to grow up seeing that challenges do not have to prevent someone from achieving their goals. By continuing my education despite the hardships I have faced, I hope to set an example of perseverance and determination for them. Although returning to school has required many sacrifices, it has also been one of the most meaningful decisions I have made. The challenges I have overcome have strengthened both my character and my commitment to creating a better future for my family and serving my community in a positive way.

As a first-generation college student, my personal experiences have greatly shaped my sense of purpose and determination to create a better future for my family. Pursuing higher education is something that has not only challenged me academically, but has also taught me resilience, perseverance, and self-confidence. Without having parents who experienced college themselves, I have had to learn how to navigate higher education independently while balancing work, parenting, and financial responsibilities. Although the journey has not always been easy, it has strengthened my belief in the importance of education and personal growth. As a single mother raising three children while working full-time in a Title I elementary school, I have developed a strong sense of responsibility toward both my family and my community. My experiences have shown me how important support systems, education, and advocacy can be for families facing challenges. They have inspired me to continue pursuing a career where I can help others feel supported, encouraged, and empowered to succeed despite difficult circumstances. Being a first-generation college student has given me a sense of purpose that goes beyond earning a degree. I want to set an example for my children by showing them that hard work and perseverance can create opportunities for a better future. I also hope to use my education and experiences to positively impact students and families within my community for years to come.

As a single mother raising three children while pursuing my education, my educational journey has been shaped by resilience, determination, and the desire to create a better future for my family. Balancing school, work, and parenting responsibilities has not been easy, but these experiences have strengthened my commitment to earning a degree and building long-term stability for my children. Every challenge I have faced has reinforced the importance of education and the opportunities it can provide, not only for myself but also for future generations. As a full-time working parent, I have learned how to manage competing responsibilities while remaining focused on my goals. I currently work in a Title I elementary school that serves a high population of economically disadvantaged families. In addition to working full-time, I am also pursuing my education while raising children ages 13, 9, and 4. There have been many moments where financial pressures, childcare responsibilities, and exhaustion made continuing school difficult. Without a large support system nearby, I have had to rely on discipline, time management, and perseverance to keep moving forward. Although the journey has been challenging, being a parent has become my greatest source of motivation. My children inspire me to continue pursuing my goals even during difficult times. I want them to grow up seeing that obstacles do not define a person’s future and that education can create opportunities for growth and stability. I hope that by watching me continue my education while balancing the responsibilities of parenthood, they will learn the value of hard work, determination, and self-belief. My experiences as a single parent have also shaped the way I connect with others and serve my community. Working in a school setting has allowed me to support students and families who face many of the same struggles I understand personally. I know how important compassion, encouragement, and access to resources can be for families trying to overcome difficult circumstances. These experiences have strengthened my passion for helping others and becoming involved in my community. Outside of work, I have remained active through volunteer and leadership opportunities whenever possible. I currently serve as Vice President of my children’s PTO, where I help organize events and encourage family involvement within the school community. I have also volunteered with local community events and served on a housing board focused on affordable housing initiatives in my area. These experiences have allowed me to better understand the needs within my community and the importance of advocacy and service. In the future, I plan to continue giving back through education and community outreach. I hope to continue working in roles that support students and families, particularly those from underserved communities. My goal is to help connect families with resources, encourage parent involvement, and create supportive environments where children can succeed regardless of their circumstances. I want to use both my education and life experiences to advocate for families who may feel overlooked or unsupported. Being a single parent has made my educational journey more challenging, but it has also made it more meaningful. It has taught me resilience, empathy, and perseverance, and those lessons will continue to guide the work I hope to do within my community for years to come.

My name is Amanda Williamson, and I am a 38-year-old single mother to three incredible children. Life has not followed a traditional path for me, but every challenge I have faced has shaped the purpose that now drives my education and career goals. I lost my grandfather two years ago. He raised me like his daughter and considered me more of his daughter then his granddaughter. Him and I had an unbreakable relationship. When I graduated high school twenty years ago, college was a struggle for me. I could not decide the degree path I wanted to take and dropped out. My grandfather knew how much I loved math and numbers. He came to me and asked if I would take a tax preparation class with him. He had recently retired and wanted to know how to do his own taxes so he didn't rely on anyone else to do it for him. I admired this passion he had to still learn new things at his age. We spent the next six months going to class together every night. He would pick me up for dinner and we would go to class afterwards. At the end of the class, I aced all of the exams to become a tax preparer. He saw potential in me and pushed me in the most loving way. He was always my biggest advocator and supporter. When he passed away, I learned the truth in that story. My grandmother said he never truly wanted to know how to do his taxes. He endured those classes to encourage me and give me the support I needed to see my own potential. I have since enrolled and started my college career again with the hope and encouragement my grandfather would have given me. Over time, I discovered that my true passion lies in education. I was deeply influenced by an intervention teacher at our campus who saw potential in every child, even when others had given up. She celebrated small victories in powerful ways and changed the trajectory of countless students through her compassion and dedication. Watching her work inspired me to become a teacher myself—someone who looks beyond test scores and behavior reports to see the whole child. I want to help students uncover their strengths, build confidence, and find excitement in learning. I believe every child deserves someone who believes in them, especially when they struggle to believe in themselves. I want to carry on this unending love my grandfather had for me to my future students. Help them realize their true potential through kindness and inspiration. Thank you so much for the time and consideration for this scholarship.

My name is Amanda Williamson, and I am a 38-year-old single mother to three incredible children. Life has not followed a traditional path for me, but every challenge I have faced has shaped the purpose that now drives my education and career goals. After a recent divorce, I became the sole provider for my family while continuing to support my children’s emotional, academic, and developmental needs. My oldest two children, ages twelve and eight, are both on the autism spectrum at Level One. They have faced many obstacles in school, from feeling misunderstood to struggling with acceptance among their peers. Through years of therapy, advocacy, and perseverance, we have worked tirelessly to create stability and confidence in their lives. These experiences have not only shaped me as a mother, but also inspired me to dedicate my life to serving children and families who need support the most. I currently work full time at an elementary school as a Parent Community Liaison. In this role, I serve as a bridge between the school, families, and the surrounding community. I help ensure families stay informed about school events and opportunities, and I work closely with our school counselor and social worker to connect struggling families with critical resources. Our campus is a Title I school, with nearly ninety percent of students coming from economically disadvantaged households. Many of our families face housing instability, food insecurity, and limited access to healthcare. I see firsthand how deeply these challenges affect a child’s ability to learn, grow, and believe in themselves. When basic needs are not met, academic success becomes a secondary concern. My job allows me to help restore that foundation so students can thrive. One of the most meaningful parts of my work is organizing opportunities that bring dignity and hope to our families. Twice a year, I host field trips where students can shop for clothing and shoes at no cost to their families. I coordinate resource fairs that connect parents with food banks, counseling services, and community programs. Our school serves a large population of Spanish-speaking families, and although I am still learning the language, I have discovered that compassion needs no translation. Every day, whether I am helping during kindergarten lunch duty or offering a reassuring hug to a child having a hard day, I am reminded that simple acts of kindness can leave lasting impressions. These moments reaffirm my belief that schools must be places of empathy, safety, and encouragement. Over time, I discovered that my true passion lies in education. I was deeply influenced by an intervention teacher at our campus who saw potential in every child, even when others had given up. She celebrated small victories in powerful ways and changed the trajectory of countless students through her compassion and dedication. Watching her work inspired me to become a teacher myself—someone who looks beyond test scores and behavior reports to see the whole child. I want to help students uncover their strengths, build confidence, and find excitement in learning. I believe every child deserves someone who believes in them, especially when they struggle to believe in themselves. After spending nearly twenty years focused on raising my family and working to support others, I made the decision to return to college. Balancing full-time work, full-time school, and full-time parenting has been one of the most demanding challenges of my life. I attend classes in the evenings from home after long workdays, often completing assignments late at night once my children are asleep. Despite these challenges, I have maintained a 3.52 GPA and was recently accepted into the Honors Program at Austin Community College. This accomplishment is especially meaningful to me because it represents resilience, determination, and the message I hope to pass on to my children—that no dream is too late and no obstacle is too great when you commit to your goals. Earning my degree in education is only the beginning of my journey. After becoming a teacher, I plan to continue my education by pursuing a master’s degree in social work. My goal is to serve in public schools in low-income communities, where the need for compassionate educators and advocates is greatest. I want to continue the work I already do—supporting families, uplifting students, and creating environments where children feel safe, valued, and capable of success. I believe education must be rooted not only in academics, but also in understanding, patience, and empathy. When students feel supported emotionally, they are far more likely to achieve academically. I strive to live by the belief that change begins with small actions. The Dalai Lama once said, “Just as ripples spread out when a single pebble is dropped into water, the actions of individuals can have a far-reaching effect.” I see those ripples already forming in my own children, who have learned to show compassion to classmates who are struggling, just as they once struggled themselves. I see them in the families I help, the students I encourage, and the community I serve every day. This scholarship would not only help relieve the financial burden of my education, but it would also allow me to continue pursuing a path dedicated to service. I am committed to becoming the kind of educator who changes lives—not through grand gestures, but through consistent care, advocacy, and belief in every child’s potential. Thank you for considering my story and for supporting students like me who are working to build a brighter future for the next generation.

My name is Amanda Williamson. I am a recently divorced 38 year old woman. I am a single mother to three young children. I have a 12 year old, 8 year old, and an almost 4 year old. My oldest two children have Autism level 1. They have both struggled through school with being accepted and understood. We have worked years through therapy and counseling to find stability. I currently work full time at an elementary school as a Parent Community Liaison. My job duties are to provide the communication to families and the community on school events and happenings. The other part of my job is to connect with families who are struggling and help them find resources they desperately need. I work closely with our school Counselor and Social Worker. We are a Title I funded school and 89% of our students are economically disadvantaged. These families have touched my heart in so many ways. Students struggle to learn and achieve academic excellence when they are struggling with their home life. I bridge that connection to help our families find stability. I host field trips for students to go clothing and shoe shopping at no expense to the families two times a year. I host resource fairs to provide necessary connections for families in need. This job has provided so much fulfilment to me as a mother. Our school has a large community of Spanish speaking families. Despite the language barrier, love and appreciation is the same across all cultures. On a daily basis you can see me volunteering for Kindergarten lunch duty building connections with students. They teach me Spanish and I provide a friendly face willing to offer hugs and encouragement during hard days. Over the years I have discovered my passion to help children and families. I was inspired by an intervention teacher who would find small strengths in children at our campus and go out of her way to pour into those children. She made huge impacts on students with her compassion and willingness to celebrate small victories in huge ways. Experiencing this first hand inspired me to become a teacher and make a difference in student's lives. I want to help them find their true potential and get them excited about finding their own passion in life. After 20 years, I have returned to college to obtain my teaching degree. I work full time, attend school full time in the evenings from home, and parent my three children at home full time as a single mother. I have maintained a GPA of 3.52 and recently got accepted into the honors program with Austin Community College. I am living proof for my future students that you can achieve all things you put our mind to. Once I obtain my degree in education, I plan to go to school for my masters in social work. I want to continue the work I do now in public school in low income areas. I want to make a difference in the world around me by starting with our students who will one day run our world. Education needs compassion, understanding, and empathy to be brought back in the classroom. We need a society where we look out for one another and build each other up. Dalai Lama once said "Just as ripples spread out when a single pebble is dropped into water, the actions of individuals can have a far-reaching effect". I see the ripples already starting with my own children and how they stop to comfort other students who are struggling. Thank you for your consideration.

I was raised by a single mother who never completed her high school degree or pursued a college degree. When I graduated from high school twenty years ago, I had no direction or plan on what I wanted to do with my career or education. The entire process was overwhelming to me and I did not have the support of a parent who could help me on that journey. I am now a single mother of three young children after my divorce in 2023. I accepted a job at an elementary school where my children attend so I could spend those school holidays with my children. Over the years, I have grown to love working with children at our school. My position is the Parent Community Liaison. I work with families who are struggling or need basic needs assistance. I understand on a deeper level the stress and impact poverty has on students. My own child was seen as a problem child when he was younger due to behavior issues. He was later diagnosed with Autism. He had a teacher who saw the potential and the spark. She was very loud and proud to celebrate his good days. At the end of that school year, he confided that his teacher made him feel like he wasn't just a bad kid. That interaction changed the path of my life and sparked a passion in me to be that change in every child I come into contact with. I want to pursue a degree in education because I have a desire for helping children feel seen and understood. Education isn't about test scores and numbers. It's about helping them realize their potential and supporting them in that path. We have to build trust and understanding with students for them to thrive. After some thought and consideration, I decided to start the process of going to college. It was intimidating and scary. I work full time during the day, raise my three kids, and have been completing college courses full time in the evening online. I have maintained a high GPA despite these challenges. I am determined to make a huge impact on the future generation. I want to focus on growth in all areas and not just test scores. I want to be their biggest cheerleader when they might not have one at home. Join me in being that spark that ignites change in education for our future generation! Thank you for your time in considering me for this scholarship.