Raised in a Haitian enclave in Miami, where nearly everyone was Black or Brown, the sounds of laughter and the rhythmic beats of konpa music filled the streets, and the smells of mangoes and freshly fallen rain never dissipated. Yet the same community that felt vibrant and interconnected was undergirded by a fragmented system that was failing its youth. Financial instability, community violence, and limited access to overworked academic counselors often manifested in frequent absences and daily behavioral problems. Mental health support was infrequent and did not arrive on time, if it came at all, leaving students to fall through the cracks. This, of course, included myself. Despite this, managing mental health challenges since childhood has taught me that resilience is cultivated from self-reflection, self-compassion, and self-advocacy. Lacking constant adult support early on required me to learn how to access support through therapy and other resources. While these challenges at times affected my academic performance, overcoming obstacles, I’ve learned, is not only about helping myself, but using what I learned to support others. As a result of these early experiences, I decided to pursue a graduate degree in School Psychology as the field is uniquely positioned to provide reliable and accessible support within the environments that children are most consistently in. Due to my own struggles and those of my peers, I have long been interested in the field of Psychology, more specifically, the psychology of adolescents. Primary through middle school childhood years are filled with socio-emotional challenges, identity development and complex peer relationships, all driven by changes to one’s body and environment. These dynamics, if unaccounted for, can lead to increased chances of mental health issues and risky behaviors in youth, and exacerbated socioeconomic needs. At Pomona College, as a Psychological Science major, I have explored how mental health issues emerge and are treated across various contexts. For example, while researching youth-support programs as part of a child development course, I focused on how school-based mentoring programs encourage academic achievement and social skill development in high school girls of color. Building on this foundation, I pursued volunteer and work experiences at the intersection of education and wellbeing, with an emphasis on supporting underserved adolescents. My hands-on work has allowed me to apply my theoretical knowledge in real-world settings. As a camp counselor for autistic and ADHD youth, I developed my therapeutic skills supporting children who were dysregulated at camp. My work in a low-income, majority-Latino/a high school wellness center further expanded these abilities, as I facilitated mental health groups and counseled students in distress. I frequently sat with a person for upwards of an hour in both settings, working together towards emotional regulation. Overall, these experiences strengthened my skills in empathy, patience, and authenticity, and have deepened my understanding of how culturally responsive, school-based services can support students from diverse and underserved backgrounds. Finally, as a future school psychologist from an underrepresented background with an intersectional identity as a queer, disabled person of color, and with work in culturally-diverse, community-based settings, I am motivated to help close the gaps in ethnic and cultural diversity within the field. After graduate school, I hope to join school mental health teams in providing mental health support to youth in elementary and middle schools in low-income Black and Brown communities. Ultimately, all the highs and lows I've experience in my life have made it possible for me to dedicate myself entirely to becoming the school psychologist I needed growing up: someone who can uplift and advocate for students who deserve support that they need.

Raised in a Haitian enclave in Miami, where nearly everyone was Black or Brown, the sounds of laughter and the rhythmic beats of konpa music filled the streets, and the smells of mangoes and freshly fallen rain never dissipated. Yet the same community that felt vibrant and interconnected was undergirded by a fragmented system that was failing its youth. Financial instability, community violence, and limited access to overworked academic counselors often manifested in frequent absences and daily behavioral problems. Mental health support was infrequent and did not arrive on time, if it came at all, leaving students to fall through the cracks. This, of course, included myself. Despite this, managing mental health challenges since childhood has taught me that resilience is cultivated from self-reflection, self-compassion, and self-advocacy. Lacking constant adult support early on required me to learn how to access support through therapy and other resources. While these challenges at times affected my academic performance, overcoming obstacles, I’ve learned, is not only about helping myself, but using what I learned to support others. As a result of these early experiences, I decided to pursue a graduate degree in School Psychology as the field is uniquely positioned to provide reliable and accessible support within the environments that children are most consistently in. I have long been interested in the field of Psychology, more specifically, the psychology of adolescents. Primary through middle school childhood years are filled with socio-emotional challenges, identity development and complex peer relationships, all driven by changes to one’s body and environment. These dynamics, if unaccounted for, can lead to increased chances of mental health issues and risky behaviors in youth, and exacerbated socioeconomic needs. At Pomona College, as a Psychological Science major, I have explored how mental health issues emerge and are treated across various contexts. For example, while researching youth-support programs as part of a child development course, I focused on how school-based mentoring programs encourage academic achievement and social skill development in high school girls of color. Building on this foundation, I pursued volunteer and work experiences at the intersection of education and wellbeing, with an emphasis on supporting underserved adolescents. My hands-on work has allowed me to apply my theoretical knowledge in real-world settings. As a camp counselor for autistic and ADHD youth, I developed my therapeutic skills supporting children who were dysregulated at camp. My work in a low-income, majority-Latino/a high school wellness center further expanded these abilities, as I facilitated mental health groups and counseled students in distress. I frequently sat with a person for upwards of an hour in both settings, working together towards emotional regulation. Overall, these experiences strengthened my skills in empathy, patience, and authenticity, and have deepened my understanding of how culturally responsive, school-based services can support students from diverse and underserved backgrounds. To pursue this path fully as a low-income, first-generation student, access to this scholarship is essential to my success in graduate school. This support would reduce financial strain and allow me to fully engage in coursework and training, as well as pursue additional professional development opportunities, such as research and professional conferences. After graduate school, I hope to join school mental health teams in providing mental health support to youth in elementary and middle schools in low-income Black and Brown communities. Ultimately, all the highs and lows have made it possible for me to dedicate myself entirely to becoming the school psychologist I needed growing up: someone who can uplift and advocate for students who deserve support that they need.