From the time I was little, I knew I wanted to become a teacher. While many childhood dreams change over time, mine only grew stronger as I got older and began to understand the true impact educators can have on a child’s life. To me, teaching is more than a profession. It is a commitment to helping others feel seen, supported, and capable of achieving more than they thought possible. I am currently pursuing a degree in Elementary Education with a focus on Teaching Pre-Kindergarten through Third Grade because I believe the earliest years of a child’s life are some of the most important. During those years, children begin forming beliefs about themselves, their abilities, and their place in the world. I want to help shape those beliefs positively. The people who inspired me to become a teacher were not only the educators who taught me academics, but also the adults who made me feel safe and valued during difficult moments in my life. Some of the most meaningful teachers I had were the ones who noticed when students were struggling emotionally, offered encouragement when confidence was low, and created classrooms where students felt accepted exactly as they were. Those teachers showed me that education is not only about lessons and grades but it is also about compassion, patience, and human connection. My own life experiences have played a major role in shaping the kind of educator I hope to become. I experienced significant adversity growing up, including trauma that impacted my mental health and sense of security during my school years. There were times when school became the one place that offered consistency and hope. Because of that, I understand how powerful a classroom environment can be for a child. I know what it feels like to need an adult who listens, believes in you, and makes you feel safe. Those experiences inspired me to become the kind of teacher who provides that support for others. Rather than allowing my experiences to define me negatively, I have used them to fuel my passion for helping children. I want to create trauma-informed classrooms where students feel emotionally safe enough to learn, grow, and express themselves. I believe students learn best when they know they are cared for and understood. Every child walks into school carrying different experiences, and as teachers, we have the opportunity to either build confidence or unintentionally diminish it. I want my classroom to be a place where every child feels welcomed, respected, and encouraged to succeed. I also hope to inspire students through creativity and self-expression. Alongside my education degree, I am minoring in Theatre and Interpretation because I believe the arts are incredibly valuable in helping children build confidence, communication skills, and emotional awareness. Theatre taught me leadership, collaboration, and resilience, and I hope to integrate creativity into my future classroom so students feel excited about learning and comfortable expressing who they are. Outside of academics, I have worked hard to gain experience with children and educational environments. I currently work in a public school daycare program during the summer and am employed as a substitute teacher through EduStaff. These experiences have confirmed my passion for teaching and have helped me develop classroom management skills, patience, adaptability, and stronger communication with students. I have also held leadership roles in cheerleading, choir, and 4-H, all of which taught me how to support and encourage others while working toward shared goals. Another reason I connect deeply with Dr. Connie M. Reece’s story is her perseverance despite financial hardship. Like Dr. Reece, I understand what it means to work hard to pursue an education. I am funding my college education primarily on my own through employment, scholarships, and student loans. There are many moments when balancing academics, work, and financial stress feels overwhelming, but I continue pushing forward because I know the impact I want to make is worth the sacrifice. In the future, I hope not only to teach children but also to advocate for stronger emotional support systems within schools. I want students to leave my classroom believing they are intelligent, valued, and capable of accomplishing great things regardless of the challenges they may face outside of school. I want to inspire resilience, empathy, creativity, and confidence in every child I teach. Education changes lives because educators change lives. The teachers who impacted me may never fully realize how much their kindness and belief shaped my future, but their influence inspired me to dedicate my own life to helping others. My goal is to pay that forward by becoming the teacher who helps students feel safe enough to dream, brave enough to grow, and supported enough to succeed.

I want to make a change in my life because I refuse to let adversity define the limits of my future. I have experienced significant challenges at a young age that forced me to grow up quickly, confront pain head-on, and decide who I wanted to become because of it—not in spite of it. For a long time, my focus was simply surviving. Now, my focus is building a life rooted in purpose, service, and impact. I want my story to be one of resilience, growth, and paying forward the chances I was given. One of the most defining adversities I have faced involved trauma that deeply affected my mental health and sense of safety. I was diagnosed with PTSD, anxiety, and depression during my adolescence, all while navigating family changes and academic pressures. There were moments when continuing forward felt overwhelming, and moments when giving up would have been easier. But instead of letting those circumstances stop me, I chose to pursue healing and growth. I sought support, leaned into structure, and found grounding in leadership, education, and community involvement. These steps were not dramatic overnight changes, but consistent, intentional choices to keep moving forward. Since then, I have taken tangible steps toward my goals. I am pursuing a degree in Elementary Education with the intention of becoming a trauma-informed educator—someone who understands that behavior often communicates unmet needs and unspoken experiences. I work in a public school daycare, gaining hands-on experience supporting children in their earliest stages of development. I have held leadership roles in cheerleading, 4-H, choir, and theatre, learning how to show up for others even while continuing to work on myself. I have also taken responsibility for funding my education, working during the school year and summers, applying for scholarships, and taking out student loans when necessary to stay enrolled. This scholarship would represent more than financial assistance—it would be a second chance to focus more fully on my education and long-term goals rather than constant financial stress. It would allow me to continue my path toward a career centered on helping others find stability, confidence, and hope. Much like Nelson Vecchione’s belief in second chances, this support would reaffirm that growth is possible when someone is willing to invest in another person’s potential. I plan to pay this opportunity forward through my career and daily actions. As an educator, I will be an advocate for students who may feel overlooked, misunderstood, or written off because of their circumstances. I want to be the teacher who notices the quiet child, believes in the struggling student, and offers patience instead of judgment. Beyond the classroom, I hope to mentor young people, especially those navigating trauma or instability, and remind them that their past does not disqualify them from a meaningful future. Receiving this scholarship would strengthen my ability to continue this cycle of second chances. I am committed not only to changing my own life for the better, but to extending compassion, opportunity, and belief to others—just as Nelson did throughout his life.

My career of choice is elementary education, specifically teaching PK–3, with the long-term goal of becoming a trauma-informed educator and educational leader. I am passionate about teaching because education has the power to change the course of a child’s life—not just academically, but emotionally and socially. For me, teaching is not simply a profession; it is a form of public service and advocacy. It is how I hope to give back, uplift others, and create safe, supportive spaces for children who may be navigating challenges far beyond the classroom. My passion for education comes from both inspiration and lived experience. As a child, school was one of the few places where I felt structure, consistency, and hope. Educators who showed compassion and belief in me helped me find my voice and confidence during difficult seasons of my life. Those experiences shaped my understanding of what a teacher can be—and what a teacher should be. I want to be the person who notices the quiet child, who leads with empathy, and who understands that learning cannot happen without feeling safe and valued. I also plan to incorporate creativity and self-expression into my classroom, drawing from my minor in Theatre and Interpretation to help students build confidence and emotional awareness. Pursuing this path has required significant sacrifice. My parents are not paying for my college education, which means I have had to take full responsibility for funding my degree. I work during the school year and summers, apply consistently for scholarships, and make careful financial decisions to stay enrolled. I recently applied for a personal student loan to help cover tuition for a single semester—an intimidating but necessary step to continue my education. I have chosen to work while in school, even when it is exhausting, because giving up on my goals is not an option. Beyond financial sacrifices, I have also sacrificed time and comfort. Balancing coursework, employment, leadership roles, and personal healing has not been easy. There are moments when I have had to choose studying over rest, work over social opportunities, and long-term stability over short-term ease. Still, I remain committed because I know the impact this career can have—not just on my own life, but on the lives of countless children and families. Like Kerry Kennedy, I have learned how to make limited resources stretch through determination, creativity, and persistence. I believe deeply in public service and the role educators play in strengthening communities. This scholarship represents more than financial support—it represents belief in women who choose service-driven careers despite the sacrifices required. With continued support, I will keep moving forward toward my goal of becoming an educator who leads with compassion, resilience, and purpose, helping children grow into confident, capable individuals who know their lives matter.

My “Pie in the Sky” goal is to build a trauma-informed elementary classroom and school community where children feel genuinely safe, seen, and empowered to grow—academically, emotionally, and creatively. It’s a dream that feels both deeply personal and just out of reach, not because I doubt its importance, but because I know how much courage, preparation, and perseverance it will take to make it real. This dream was sparked by my own childhood experiences and by the adults who stepped in when I needed stability the most. I learned early on that school can be more than a place for academics—it can be a lifeline. The teachers, coaches, and mentors who believed in me didn’t just teach lessons; they created spaces where I could heal, find my voice, and begin to believe in my own potential. That belief changed the trajectory of my life, and it planted the seed for the educator I hope to become. As an Elementary Education major with a focus on Teaching PK-3 and a minor in Theatre and Interpretation, my vision goes beyond a traditional classroom. I dream of integrating social-emotional learning, creative expression, and inclusive practices into everyday instruction. I want my future classroom to be a place where students can process emotions safely, explore their identities, and learn that their voices matter. I also hope to direct elementary theatre programs, giving children—especially those who may struggle to feel confident—an outlet to express themselves and build self-esteem. This goal feels just out of reach because I know it requires more than passion alone. To get there, I will need to continue my education, gain hands-on classroom experience, and pursue professional development in trauma-informed teaching and educational leadership. I plan to earn a master’s degree in Educational Leadership so I can eventually influence school culture beyond my own classroom, advocating for systems that prioritize mental health, equity, and community connection. I also know I’ll need resilience—financially, emotionally, and mentally—to navigate a profession that demands so much heart. Community plays a huge role in this dream. I have learned that growth does not happen in isolation. Cheerleading, theatre, 4-H, and choir taught me the power of accountability, teamwork, and showing up even when things are hard. Those experiences shaped me into someone who dreams big but understands that big dreams are sustained through collective support and shared courage. My “Pie in the Sky” goal isn’t about personal success alone—it’s about impact. It’s about creating spaces where children can thrive because someone dared to dream out loud and do the work to make it real. I may not have every step mapped out yet, but I am committed to growth, action, and believing in a future where education is a place of safety, creativity, and hope. That belief is what drives me forward, even when the dream feels just beyond my reach.

From the moment I first watched Girl Meets World, Sabrina Carpenter stood out to me—not just as Maya Hart, but as someone who brought honesty, vulnerability, and strength into every role she played. Maya wasn’t perfect or polished; she was complicated, guarded, loyal, and deeply emotional. As a young girl navigating my own challenges, seeing a female character who was allowed to be tough, sarcastic, sensitive, and caring all at once made me feel understood. Sabrina’s portrayal showed me that it was okay to take up space exactly as you are. As Sabrina grew beyond Disney Channel, I felt like I grew alongside her. Her transition into music and more mature acting roles felt incredibly authentic, never forced. Songs like Please, Please, Please and House Tour showcase not only her versatility as an artist but her confidence in owning her voice and perspective. Her music feels honest, self-aware, and unapologetic—qualities that resonate deeply with me. Whether she’s writing about love, independence, or self-reflection, Sabrina reminds listeners that growth doesn’t mean losing yourself; it means becoming more aligned with who you truly are. What inspires me most about Sabrina Carpenter is her resilience and work ethic. She didn’t allow herself to be boxed into one phase of her career. Instead, she consistently evolved, taking creative risks and trusting herself even when public expectations were high. Watching her do this has encouraged me to pursue my own passions without fear of judgment or failure. As someone pursuing a career in education and the arts, her journey reminds me that it’s okay to follow multiple dreams and redefine success on your own terms. Beyond her talent, Sabrina’s authenticity stands out. She is open about self-growth, boundaries, and learning from mistakes—messages that are especially powerful for young women. She uses her platform to uplift others and encourage self-expression, which aligns with the values I hope to carry into my future career as a teacher. I want my future students to feel seen, supported, and confident in their individuality, much like Sabrina made her audience feel throughout her career. I’m a fan of Sabrina Carpenter not just because of her music or acting, but because of what she represents: growth, courage, and self-belief. Her journey has shown me that it’s possible to evolve while staying true to yourself—and that lesson has had a lasting impact on who I am and who I hope to become.

I am currently an undergraduate student studying Elementary Education, specifically the grade band Pk-3. My goal is to become an early childhood educator who creates a classroom environment where every student feels safe, valued, and supported. For me, choosing education is not just choosing a career—it is choosing to help shape the next generation with empathy, patience, and compassion. I am someone who has experienced firsthand the impact that a strong support system can have. I am a survivor of ten years of childhood sexual abuse, and I spent years navigating the aftermath of trauma, PTSD, and rebuilding my sense of identity and confidence. Through all of this, school became one of the most stable parts of my life. The teachers who saw me—not just as another student, but as a whole person—played a key role in helping me heal. They made me feel safe, believed in, and capable of great things. That experience is what drives my passion for becoming a teacher: I want to be that person for someone else. I currently work in a public school daycare, where I support young children in their early developmental learning, emotional growth, and social interactions. This role has further solidified my belief that the earliest years of school are some of the most pivotal. Children remember the adults who see them, encourage them, and listen to them. I hope to build a classroom that is trauma-informed, welcoming of every child’s background, and rooted in compassion and structure. I want students to feel that they have someone who believes in them—especially those facing challenges they may not yet have the words to express. Outside of academics, I have always been deeply involved in my community. I was a cheerleader for several years and went on to become cheer captain, where I learned leadership, resilience, and how to lift others up during difficult moments. I have also held leadership roles in 4-H, choir, and theatre. These experiences taught me how to guide others with kindness and confidence—qualities that are essential to working in education and social-impact careers. Financially, I am paying for college on my own. My parents are not contributing to my tuition, and I recently applied for a $5,000 personal student loan just to cover the remainder of this semester. Scholarships like this one are not just helpful—they are necessary for me to continue pursuing my degree and working toward the career I am committed to. My long-term goal is to continue my education and eventually earn a master’s degree in Educational Leadership so that I can help shape education at a broader level—advocating for safe, equitable, emotionally supportive learning environments for all students. Robert F. Lawson dedicated his life to helping others, and I hope to honor that same spirit in my work. I want to spend my career making a difference—not through grand gestures, but through daily compassion, patience, and belief in the potential of every child who enters my classroom.

Wicked has always stood out to me as more than just a musical—it’s a story that reaches deep into who we are and who we want to become. At its core, Wicked is about friendship, courage, and staying true to yourself, even when the world doesn’t understand you. The characters of Elphaba and Glinda are larger than life, but what makes them so powerful is how human they are. They struggle with identity, with acceptance, with wanting to do the right thing—and that makes their story resonate with me in a deeply personal way. Elphaba’s journey is the part of Wicked that speaks to me most. She begins as someone misunderstood, judged by her appearance, and told she doesn’t belong. Yet, she never gives up on her voice, her values, or her desire to make the world better. That message of embracing individuality and turning what makes you “different” into a source of strength has been transformative for me. Like many people, I’ve faced times when I felt out of place or doubted myself, but Elphaba’s story reminds me that our uniqueness is not something to hide—it’s something to celebrate. “Defying Gravity” has become an anthem I return to whenever I need a reminder to be brave and to rise above the doubts of others and myself. Glinda, too, has inspired me in unexpected ways. On the surface she seems bubbly and perfect, but Wicked shows us her growth as she learns what true friendship and purpose mean. Her song “Popular” may be fun and lighthearted, but by the end of the show, Glinda shows the depth of her character by standing up for what’s right, even when it costs her. The friendship between her and Elphaba is one of the most beautiful parts of the musical—proving that two people can be completely different but still have a profound and lasting impact on one another’s lives. What makes Wicked so special to me is its message of empowerment: to embrace your story, to stand tall in the face of adversity, and to hold on to the people who make your life meaningful. “For Good” especially captures that idea, reminding us that our connections shape who we are and that even brief friendships or moments can change us forever. That song has helped me appreciate the people who have supported me, and it motivates me to be someone who leaves a positive impact on others. With the upcoming Wicked movie, my excitement has only grown. Seeing Ariana Grande and Cynthia Erivo bring Glinda and Elphaba to the screen feels like a dream come true. It’s an opportunity for even more people to experience the magic and messages of this story, and I can’t wait to see how it inspires a new generation of fans. I am a fan of Wicked because it is more than just entertainment—it’s a story of resilience, friendship, and empowerment that I carry with me every day. Wicked has given me courage when I felt small, comfort when I felt misunderstood, and joy in the form of unforgettable music and storytelling. It has taught me that who I am is enough, that friendship can change lives, and that we all have the power to “defy gravity” in our own way.

I believe I deserve this scholarship because of the resilience, leadership, and determination I have demonstrated throughout my life. What sets me apart from many others is not only what I have overcome, but how I have chosen to transform those challenges into motivation to succeed and give back. I am a survivor of ten years of childhood sexual abuse, and the summer before seventh grade, I had to testify against my abuser in court. That experience left me with PTSD, anxiety, and depression, but it also gave me an unshakable strength. I learned how to persevere even when it would have been easier to give up, and I became someone who refuses to let adversity define her future. Rather than allowing trauma to close me off, I chose to push forward and rebuild myself. My ability to rise above challenges and keep moving forward is what gives me a unique advantage in life and in my academic journey. Sports became one of the first outlets that helped me heal and rebuild my confidence. Cheerleading gave me a team, a family, and the courage to step into leadership roles I never would have imagined for myself when I was younger. I went from being someone who could barely make eye contact after court to standing in front of the entire school leading chants with pride. That transformation didn’t happen overnight, but it represents the way I turn pain into power. Even while battling depression and anxiety, I showed up for my team, for myself, and for my community. Beyond cheerleading, I’ve consistently taken on leadership roles that pushed me to grow and contribute to others. I’ve served as a cheer captain, 4-H club president, youth board representative, choir section leader, and an active participant in theatre. Each role demanded resilience, responsibility, and teamwork, and they gave me skills in communication, organization, and empathy. They also reinforced my passion for supporting others and creating inclusive environments where people can thrive. These leadership experiences have helped shape me into a “You Got It Girl”—someone who is dependable, resilient, and unwilling to let obstacles stand in her way. My career goal is to become an elementary teacher and eventually move into educational leadership. I am majoring in Elementary Education and minoring in Theatre and Interpretation because I believe creativity and expression are powerful tools in learning. I want to create classrooms that are not only academically engaging but also safe and welcoming for every student, especially those who may be struggling with challenges at home or in their personal lives. My own experiences give me a level of empathy and understanding that will allow me to connect deeply with students and help them feel seen, supported, and capable of reaching their potential. Financially, my journey has not been easy. My parents are divorced, and neither is contributing toward my college education. I am responsible for covering tuition, books, housing, and other expenses on my own. To make this possible, I work at a public school daycare and recently applied for a personal student loan of $5,000 just to cover the remainder of this semester’s tuition. While I am willing to work hard and take on financial responsibility to achieve my dreams, carrying such a heavy burden at the very start of my college career is daunting. Scholarships like this one mean more than financial assistance—they represent an opportunity to breathe, to focus more fully on my education, and to trust that the effort I am putting in will be enough. What gives me an advantage over others is not just that I have faced hardship—it’s that I have turned my hardship into strength, my experiences into purpose, and my passion into a career path that will impact future generations. I have the resilience to overcome obstacles, the leadership to bring out the best in others, and the determination to pursue my goals no matter the challenges in my way. Every obstacle I’ve faced has only fueled my determination to succeed, and I know that investing in me is investing in the hundreds of students I will one day teach, mentor, and inspire. This scholarship would not just support me financially—it would give me the peace of mind to continue pursuing my education without constant worry about whether I can afford the next semester. It would allow me to dedicate myself fully to my studies, my leadership roles, and my future career as a teacher. Most importantly, it would remind me that even though my journey has not been easy, I am not walking it alone. Thank you for considering my application. Receiving this scholarship would not only help ease my financial burden, but it would also reaffirm that my hard work, resilience, and determination truly matter. It would allow me to continue striving toward my goals with confidence, knowing that others believe in my potential. I am deeply grateful for this opportunity and for the possibility of carrying your support with me as I pursue my dream of becoming an educator who changes lives.

I grew up learning resilience the hard way. I am a survivor of ten years of childhood sexual abuse, and the summer before seventh grade, I testified in court against my abuser. I missed the first day of school because of it, but more than that, I carried the weight of the experience for years. The aftermath came with a diagnosis of PTSD, anxiety, and depression. There were days I struggled just to get out of bed—but even then, I kept pushing forward. I refused to let what happened to me define me, and instead, I chose to use my pain to build strength. Cheerleading became one of the biggest lifelines in my journey. When I first started, I could barely make eye contact with people. Over time, through practices, performances, and eventually leadership roles, I transformed into someone who could confidently lead chants in front of the whole school. I became a cheer captain, responsible for motivating my team, mentoring younger members, and leading by example. Cheerleading gave me something to belong to, but even more importantly, it gave me my voice back. It taught me that leadership isn’t about being perfect—it’s about showing up, even when things are hard, and uplifting the people around you. Outside of cheer, I’ve poured myself into my community. I served as president of my 4-H club and as a youth board representative, where I learned how to bring people together and take responsibility for making a difference. I’ve also been active in choir as a section leader and in theatre, which gave me new ways to express myself and connect with others. Through all these experiences, I discovered a passion for education, leadership, and service. I want to create spaces where young people feel safe, seen, and valued—because I know firsthand how life-changing that can be. That’s why I’m majoring in Elementary Education and minoring in Theatre and Interpretation, with plans to pursue a master’s degree in Educational Leadership. My dream is to build a trauma-informed classroom where students feel safe to learn, grow, and thrive. Too often, kids carry invisible burdens, and I want to be the kind of teacher who not only notices but helps lighten that load. Every child deserves someone who believes in them, the way my cheer coach once believed in me. She acted as a second mother to me during some of the hardest years of my life—pushing me to reach my potential while showing me unconditional compassion. Her belief in me helped me believe in myself, and I want to be that kind of role model for my future students. This scholarship would mean the world to me. My parents are not paying for college, and I’ll be relying on student loans to make my education possible. I currently work at a public school daycare to support myself, but every dollar counts when it comes to tuition, supplies, and preparing for my career. The Doc & Glo Scholarship would ease some of that financial burden and help me stay focused on what matters most: becoming the kind of educator who empowers the next generation to thrive. My story is not just about survival—it’s about building something better from what I’ve survived. I want to take the resilience I’ve developed, the leadership I’ve practiced, and the compassion I’ve learned, and use them to uplift others. Just like Sloane Stephens honors her grandparents by giving back, I hope to honor my journey by being the safe, steady presence for children who need it most.

What makes me a “You Got It Girl” is my resilience, leadership, and refusal to give up—no matter the obstacles. I’ve faced challenges that could have broken me, but instead, I’ve used them to build strength. I am a survivor of ten years of childhood sexual abuse. I missed the first day of 7th grade because I was in court. I was diagnosed with PTSD, anxiety, and depression—and still, I showed up. For my team, my classmates, and myself. Being a YGIG means fighting through the dark to find your light. It means being dependable, supportive, and strong even when no one sees the full story. This scholarship would help ease the financial burden of college, allowing me to continue pursuing a future where I uplift others the way my community and coaches have uplifted me. My primary sport is cheerleading, and I’ve been involved for several years in both sideline and competitive settings. Cheer taught me the value of confidence, teamwork, and community. I became cheer captain, a role that allowed me to lead warmups, motivate my team, and mentor newer members. It was about far more than chants and routines—it was about building trust and showing up, especially when others needed support. I’ve also been active in 4-H as club president and youth board representative, choir as section leader, and theatre. My work ethic and ability to bring others together led to me being honored as 2nd runner-up for Mint Queen in my city. One of the greatest challenges I’ve faced was testifying in court the summer before seventh grade after surviving ten years of abuse. I missed the first day of school and carried the emotional aftermath for years. While managing PTSD, anxiety, and depression, I still held leadership positions. There were days I could barely get out of bed—but I still showed up to practices, performances, and team events with a smile. Cheerleading became my lifeline. It gave me something to belong to and helped me find my voice again. I went from barely making eye contact to leading chants in front of the whole school. That transformation is the clearest example I have of turning pain into purpose—and I carry that strength with me into everything I do. Someone I admire deeply is my cheerleading coach. She acted as a second mother to me during some of the hardest years of my life. She pushed me to be my best while also being one of the most compassionate adults I’ve ever known. She saw my potential, even when I couldn’t, and always made me feel valued. Her belief in me helped me believe in myself—and that’s the kind of presence I now strive to be in others' lives. This scholarship would support me in powerful ways. My parents are not paying for college, and I’ll be relying on student loans to complete my degree in Elementary Education. I currently work at a public school daycare and am minoring in Theatre and Interpretation, with plans to pursue a master’s in Educational Leadership. Every dollar would help me continue this path—toward training, tuition, and success as an educator. My dream is to create a trauma-informed classroom where students feel safe, loved, and empowered to thrive. My story is not just about survival—it’s about using what I’ve survived to build something better; I’m working toward becoming the kind of leader and role model that young girls can look up to—just like my coach was for me. That’s what being a You Got It Girl means to me.

Some people grow up dreaming of becoming actors, doctors, or astronauts. I grew up dreaming of becoming a teacher—not because it was glamorous, but because it was healing. For me, the classroom was one of the only places that ever felt safe. Now, I want to return that gift by becoming a teacher who not only educates but also uplifts and empowers every child who walks through my door. I’m currently studying Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. Eventually, I plan to earn a master’s degree in Educational Leadership so I can advocate for trauma-informed practices and social-emotional learning across entire school systems. My goal is to create a classroom—and one day, a school—where all students feel safe, understood, and celebrated for exactly who they are. This passion is rooted in my own experience. I am a survivor of ten years of childhood sexual abuse. I missed the first day of seventh grade because I was in court. I’ve carried the weight of PTSD, anxiety, and depression through my most formative years. On top of that, my parents divorced when I was young, and I faced much of my healing during the isolation of the COVID-19 pandemic. Despite everything, I found hope and direction in the classroom—thanks in large part to the teachers who cared for me deeply, even when they didn’t know my full story. One of those teachers was my high school choir director. Her classroom was my refuge. She made space for my emotions, taught with compassion, and helped me find my voice—literally and figuratively. She believed in me during a time when I was struggling to believe in myself. Her impact on my life is one of the biggest reasons I now feel called to do the same for others. I’ve continued to serve others through my roles as cheer captain, choir section leader, 4-H club president, and Mint Queen 2nd runner-up in my city. Currently, I work at a public school daycare, where I help young children navigate their earliest learning experiences. Whether I’m tying a shoe, wiping tears, or celebrating a new skill, I am reminded every day of the joy and responsibility that comes with being a positive presence in a child’s life. Unfortunately, pursuing this path comes with financial challenges. My parents are not paying for my college education, and I will need to take out student loans to continue. Receiving this scholarship would relieve some of that burden and allow me to focus more on my training, development, and future students rather than the weight of financial stress. It would be more than assistance—it would be an investment in the kind of teacher I strive to become. Marie Humphries believed in the power of teaching to change lives. I feel that same calling deeply. I want to be the teacher who sees each child fully, who helps them feel safe, and who reminds them they matter. Thank you for considering me for this scholarship. I hope to honor Marie’s legacy by being the kind of educator who makes a lasting difference—just like she did.

Teaching is more than a profession—it’s a promise to serve, to uplift, and to guide others toward a future they might not yet see for themselves. I’m pursuing a degree in Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation, because I want to be that kind of teacher—one who leads with heart, teaches with purpose, and leaves a lasting impact that goes far beyond the classroom. Throughout my life, service has been a core value in everything I do. I’ve volunteered through 4-H as a club president and youth board representative, mentored younger members, organized events, and helped teach leadership and life skills. I’ve also served my community as a cheer captain and choir section leader, using those roles not only to lead by example but to support others emotionally, whether it was through encouragement, a listening ear, or simply showing up when someone needed a friend. My commitment to community earned me the honor of 2nd runner-up for Mint Queen in my city—an experience that recognized both leadership and service. Currently, I work at a public school daycare where I help guide early learners through their developmental milestones. Whether I’m tying shoes, reading picture books, or helping resolve playground disputes, I’m reminded every day of the power of patience, presence, and empathy. These small moments—like comforting a child who misses their parent or celebrating a new skill—are the building blocks of lifelong impact. I want my future students to experience that same sense of support and belonging every single day. My passion for teaching is also deeply rooted in personal experience. I am a survivor of ten years of childhood sexual abuse. I carry the diagnoses of PTSD, depression, and anxiety, and I’ve walked through courtrooms, therapy, and recovery all while trying to stay grounded in school. My parents divorced when I was young, and I navigated much of my healing journey during the chaos of the COVID-19 pandemic. These experiences could have left me feeling broken—but instead, they ignited a fire in me to become the teacher I always needed: someone who sees the whole child, not just their academic performance. I want to be a safe space for children who are hurting, confused, or scared. I want them to know that even if life outside the classroom feels uncertain, school can be a place of consistency, comfort, and care. Beyond academic knowledge, I hope my students gain self-confidence, emotional intelligence, curiosity, and a sense of self-worth. I want them to grow into kind, thoughtful people who believe they can make a difference in the world—because someone once believed in them. Education should not just be a system that delivers standards—it should be a force for healing, for hope, and for human connection. That’s the classroom I plan to build. And that’s the legacy I hope to leave: one student at a time, one heart at a time. Thank you for considering me for this scholarship and for supporting future educators who want to serve with purpose and passion.

My name is Anna Hagerman, and I’m currently pursuing a degree in Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. I plan to continue my education through a master’s degree in Educational Leadership, with the goal of creating classrooms—and eventually entire schools—where students feel emotionally supported, academically challenged, and unconditionally loved. I grew up in a low-income household, and I’ve learned firsthand what it means to work hard through adversity. At the core of everything I do is a deep commitment to giving back to others and making a meaningful impact. I want to become the kind of educator who helps children see their worth, discover their potential, and feel safe enough to truly learn and grow. This goal is deeply personal. For ten years, I endured sexual abuse—a trauma that followed me into my teenage years. I missed the first day of seventh grade because I was testifying in court. The emotional aftermath of that time led to diagnoses of PTSD, depression, and anxiety. A year later, COVID-19 arrived. Two years before the court case, my parents had divorced. These events collided and created what felt like a storm of isolation and fear. But in the middle of it, I discovered the power of resilience—and the power of people who care. Educators and mentors helped me heal. Choir gave me a voice. Theatre gave me courage. Cheerleading gave me strength. And volunteering gave me purpose. I’ve served as cheer captain, choir section leader, 4-H club president, youth board representative, and more. I was even honored as 2nd runner-up for Mint Queen in my city. Each leadership role taught me the value of showing up, working hard, and lifting others in the process. Currently, I work at a public school daycare, gaining hands-on experience with early learners. It’s reinforced my calling—there’s something so special about helping young children take their first steps toward confidence and independence. My dream is to build a classroom where social-emotional learning is embedded into the curriculum, bullying prevention is proactive, and students learn to care not only about academics, but about kindness, empathy, and community. Receiving the Kalia D. Davis Memorial Scholarship would mean the world to me. It would ease the financial pressure of continuing my education while honoring someone whose spirit clearly embodied excellence, service, and joy. Like Kalia, I believe in doing everything with heart—whether it’s leading a group, helping a child, or finding strength in the face of hardship. Her story inspires me to keep striving, to keep giving, and to leave a legacy not just in what I achieve, but in how I treat others. Thank you for considering me. With your support, I will continue living, loving, laughing, and learning—with the intention of passing those values on to the next generation.

What I want to build isn’t just a career—I want to build a classroom that changes lives. I want to create a space where children, especially those in their earliest years, feel safe, seen, and deeply cared for. A place where learning is joyful, where creativity is encouraged, and where each student knows they matter. I believe the classroom is one of the most powerful places for change to begin, and I’m dedicating my life to building one that reflects that truth. I’m currently studying Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. Eventually, I plan to earn a master’s degree in Educational Leadership. But my goal isn’t just to teach academics—it’s to teach emotional intelligence, kindness, and self-worth. I want to create a trauma-informed, inclusive classroom that meets students where they are, especially those who carry burdens bigger than their age. This mission is deeply personal. I am a survivor of ten years of childhood sexual abuse. I was diagnosed with PTSD, depression, and anxiety, and I learned early on what it’s like to feel invisible. But I also learned the power of one caring adult. A teacher who sees you. A mentor who listens. These small moments of connection helped save me—and now, I want to pay that forward. With my education, I will build more than a career. I will build relationships with students that validate their emotions and help them find their voice. I’ll build a classroom culture where mental health is supported, diversity is honored, and learning is a celebration, not a struggle. I’ll build trust with families, bridging the gap between home and school. And one day, I hope to build school-wide initiatives that center social-emotional learning and support for families in need. This work will not only impact me personally—it will ripple into the community. Children who feel supported in the classroom become more confident, empathetic, and engaged members of society. Families who trust their children are safe at school feel more connected and invested. A strong classroom can become the heartbeat of a stronger, more compassionate community. Thank you for considering me for this scholarship. With your support, I can continue building the future I’ve dreamed of—one where every child walks into school and knows: “I belong here,” and truly believes it with their whole heart.

If I could create a class that every K–12 student was required to take, it would be called “Emotional Intelligence and Human Connection.” This class would focus on building self-awareness, empathy, conflict resolution, active listening, and emotional regulation—skills that are just as essential as reading or math, yet often overlooked in traditional education. In a world where students face increasing social pressures, mental health challenges, and cultural division, teaching emotional intelligence (EQ) from a young age could truly transform lives, classrooms, and communities. The structure of the class would evolve by grade level. In early elementary grades, it might involve naming emotions, learning how to handle big feelings, practicing kindness, and exploring healthy ways to express oneself. In upper elementary and middle school, it would expand into resolving conflicts peacefully, understanding diverse perspectives, and navigating friendships. In high school, it would cover self-advocacy, setting boundaries, communicating in relationships, and managing stress and mental health. The curriculum would be rooted in social-emotional learning (SEL) and trauma-informed practices, with a heavy emphasis on real-life application. Students would participate in open discussions, role-playing, reflection journals, mindfulness exercises, and collaborative problem-solving. Importantly, the class would be led by teachers trained in creating safe, inclusive, and emotionally responsive environments—because these conversations need to be handled with care. As someone who endured ten years of childhood sexual abuse, I know firsthand how vital emotional support and connection are. I was diagnosed with PTSD, anxiety, and depression before even reaching high school. What helped me survive and grow was having adults—educators—who made space for my feelings and reminded me I wasn’t alone. That experience not only shaped my life, but also my passion for becoming a kindergarten teacher. I want to be the kind of educator who sees beyond behavior, who knows that every child has a story, and who teaches students how to navigate both their academic world and their emotional one. This class would change the way students show up for themselves and for each other. It would reduce bullying, improve peer relationships, increase self-esteem, and create safer, more empathetic school cultures. It would also equip students with tools they’ll carry into adulthood—helping them become kinder leaders, better partners, and more emotionally aware citizens. In addition to supporting emotional wellness, this class would help create a more inclusive environment for students with neurodivergent needs or trauma histories. Too often, children are labeled “difficult” or “disruptive” when they are really struggling with emotional regulation. A mandatory EQ curriculum would help normalize talking about feelings and remove the shame surrounding mental health. It would empower students to advocate for themselves and understand others better—building more compassionate classrooms where differences are respected and connection is prioritized. As future educators, we are not only teaching academics—we are shaping humans. We are preparing students for life outside the classroom. I believe a class like this could have a generational impact, not only making school a more positive place but also helping young people grow into adults who lead with empathy and strength.

If I could change one thing about education, it would be the way we respond to—and proactively prevent—bullying and trauma in schools. Education should be a safe haven, a place where every student feels valued, protected, and empowered to grow. Unfortunately, for many children, school is where they first experience cruelty, isolation, and the feeling that they are alone in the world. I want to help change that reality by advocating for and implementing social-emotional learning (SEL) initiatives as a central, non-negotiable part of school culture. My passion for this comes from personal experience. I survived ten years of sexual abuse, and the aftermath of that trauma shaped my adolescence. I was diagnosed with PTSD, depression, and anxiety. I missed my first day of seventh grade because I was in court, telling the truth about what had happened to me. Two years earlier, my parents had divorced. One year later, COVID-19 shut down the world. Throughout all of that, I was just a kid trying to stay afloat—and there were days I didn’t know if I would. What saved me was connection. It was the one teacher who noticed when I was withdrawn. It was the school counselor who gave me space to cry when I didn’t know how to speak. It was the choir room, the theatre stage, the daycare classroom—anywhere that gave me the freedom to just be without judgment. These moments didn’t erase my trauma, but they helped me survive it. And they planted the seed for my purpose: to become the kind of teacher who helps students feel seen, safe, and supported in every way. That’s why I believe SEL needs to be embedded in every classroom—not as an optional lesson or a single assembly, but as a daily, consistent priority. Social-emotional learning gives children the tools to identify their emotions, resolve conflict peacefully, practice empathy, and build confidence. When taught early and often, SEL can change the trajectory of a child’s life. It helps prevent bullying by fostering a culture of compassion and inclusion, and it gives students the language and courage to stand up for themselves and others. If schools had consistent SEL programs when I was younger, I believe I would have felt safer asking for help. I wouldn’t have spent so long thinking what happened to me was my fault. And I know I’m not alone in that. There are so many children carrying invisible wounds—children who act out, shut down, or struggle to connect because they’ve never been taught how to manage their feelings or ask for support. SEL gives them that foundation. Currently, I’m majoring in Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. I also work at a public school daycare, where I get to witness early childhood development in action. These young learners are still forming their understanding of themselves and the world. They are learning how to share, how to ask questions, how to be kind. And every time I model patience, every time I help a child name a feeling or resolve a conflict without yelling—I see the future of education becoming more compassionate and connected. Eventually, I plan to earn a master’s degree in Educational Leadership so I can advocate for policy changes that support mental health and SEL from a systemic level. I want to be part of a new generation of educators who see students not just as test scores or behavioral reports, but as full human beings. I want to lead schools where kindness is taught as intentionally as math and where emotional intelligence is celebrated alongside academic success. Of course, there will always be challenges—budgets, time, staffing. But if we value student well-being as much as we say we do, then SEL should no longer be a luxury or an afterthought. It should be built into curriculum, modeled by every adult on campus, and supported through ongoing professional development. We cannot expect students to thrive academically if their emotional needs are unmet. Sierra Argumedo understood the importance of helping children feel seen and loved. Her life and legacy remind me why this work matters so deeply. I carry that same passion in everything I do. I want to be the teacher who remembers a child’s birthday, who notices the quiet kids, who holds space for big feelings and never makes a student feel small. I want to help build a world where no child suffers in silence and where every student learns how to treat themselves and others with compassion. This scholarship would not only ease the financial burden of continuing my education, but it would also honor the very mission I hope to carry forward. Like Sierra, I want to spend my life in service of students—protecting their hearts, nurturing their minds, and helping them discover the best in themselves and one another. With SEL at the center, I believe we can create schools that don’t just educate children, but empower them to grow into kind, courageous, and emotionally healthy adults.

One of the most defining and painful parts of my life is something I didn’t choose. For ten years, I was sexually abused—something no child should ever have to endure. The abuse ended when I was finally able to speak up, and the case went to court during the summer before seventh grade. I missed my first day of 7th grade because I was sitting in a courtroom, telling my story in front of strangers. That moment, though terrifying, marked the beginning of a long and difficult road toward healing. In the years that followed, I was diagnosed with PTSD, depression, and anxiety. Simple things—like being in crowds, hearing certain sounds, or trusting people—became overwhelming. On top of that, my parents had divorced just two years before, and the world shut down due to COVID not long after. While other kids my age were worrying about classes and social media, I was learning how to survive trauma, go to therapy, and rebuild a sense of safety from the ground up. What kept me going was the belief that one day, I could take all the pain I had experienced and turn it into something meaningful. That’s what inspired me to pursue a career in early childhood education. I know what it feels like to be a child who doesn’t feel safe. I know what it’s like to carry burdens no one can see. And I want to be the teacher who recognizes that in her students and meets them with patience, compassion, and hope. Today, I’m majoring in Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. I also work at a public school daycare, where I help young children learn, grow, and discover joy. Being around kids reminds me every day of why I chose this path—because every child deserves to feel protected, valued, and loved. Eventually, I plan to pursue a master’s in Educational Leadership so I can advocate for better trauma-informed policies in schools and support both students and educators on a larger scale. This hardship has shaped me in painful ways, but it’s also given me a deep well of empathy and strength. I’ve learned that healing isn’t linear and that asking for help is a form of courage. I’ve also learned how powerful it can be when someone simply shows up and cares—and that’s exactly the kind of educator I want to be. Receiving this scholarship would not only ease the financial burden of college, but it would also represent something greater: that who I am today—resilient, passionate, and determined—is not defined by what happened to me, but by how I’ve chosen to rise from it. I will use my past to better my future and to create a classroom where every child feels safe, seen, and inspired to dream big, no matter what they’ve been through.

From the moment a child walks into their first classroom, the world begins to expand for them in extraordinary ways. They learn to communicate, problem-solve, express their feelings, and trust others—all while discovering their own unique voice. That’s why I’m pursuing a degree in Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. I believe early childhood is one of the most critical stages of development, and I want to help children feel excited about learning, confident in who they are, and safe to explore the world around them. What drove me to this field wasn’t just my love for teaching—it was my deep belief in the power of childhood. Kids are imaginative, resilient, and honest in ways that many adults forget to be. They say the funniest things, ask the most unexpected questions, and see the world with awe. I want to protect and nurture that light. I want to be the teacher who listens to their ideas, celebrates their creativity, and builds a classroom where they feel free to be exactly who they are. My current work at a public school daycare has only strengthened this calling. Every day, I get to see learning in action—when a child writes their name for the first time, helps a friend tie their shoe, or bursts into laughter over a silly story. In those moments, I’m reminded that supporting early childhood development isn’t just about teaching ABCs and 123s. It’s about guiding emotional growth, modeling empathy, and making learning feel like magic. I plan to support early childhood development by using play-based, inclusive, and emotionally responsive teaching strategies. I want to create a space where children of all backgrounds feel welcome and valued. My goal is to become a kindergarten teacher who integrates the arts, especially theatre, into everyday lessons so students learn to express themselves confidently and creatively. I also hope to eventually pursue a master’s degree in Educational Leadership, so I can advocate for systemic support for both children and educators. This scholarship would bring me closer to that dream by easing the financial burden of college and allowing me to focus more deeply on gaining the real-world experience I need. More than that, it would mean being supported by a community that believes, like I do, that children deserve to be heard and celebrated. Thank you for the opportunity to continue growing into the teacher I’ve always dreamed of becoming.

From the moment I stepped into a kindergarten classroom as a student, I knew school was more than just a place to learn—it was a place to feel safe, seen, and valued. That sense of belonging has shaped every step of my educational journey, and now, as a future kindergarten teacher, I want to give that same experience to the next generation. I believe teaching is one of the most powerful forms of service, and I’m committed to using my life to make students feel supported, inspired, and empowered. My passion for teaching began in early childhood, but it deepened through the mentors and teachers who guided me through challenging seasons. I’ve had educators who stayed after class to help me, who encouraged me when I doubted myself, and who reminded me that I was capable of achieving great things. Their belief in me changed the course of my life—and I want to be that person for someone else. I want to be the reason a student chooses to keep trying, keep learning, and keep believing in their own worth. I’m currently majoring in Elementary Education: Teaching PK–3, with a minor in Theatre and Interpretation. I plan to eventually pursue a master’s degree in Educational Leadership. My goal is to become a kindergarten teacher and a theatre director—a blend that allows me to foster academic growth while nurturing creativity, self-expression, and joy. I also work at a public school daycare, where I care for young children and assist in their early development. These daily, real-world experiences have only strengthened my desire to be in the classroom full-time. I was inspired not only by my teachers, but by my own experiences as a student leader. I’ve served as cheer captain, choir section leader, 4-H club president, and youth board representative. I’ve led teams, mentored peers, and represented my community as 2nd runner-up for Mint Queen in my city. These roles taught me how to lead with empathy and how important it is to show up for others. Whether I was cheering at a game or helping organize a 4-H event, I learned how impactful it is to simply care—and to act on that care. Like Dr. Reece, I believe in going the extra mile. That may mean staying after school with a struggling reader, running a school play to give students a creative outlet, or stepping into leadership to improve school culture. I’ve seen how education can transform not only individual lives but entire communities. I want to be a teacher who does more than teach curriculum—I want to be the kind of teacher who helps kids discover who they are and who they want to become. Coming from a low-income background, I understand the barriers that students—especially young children—can face. It’s part of why I’m so passionate about building safe and supportive learning environments. Many children carry burdens they don’t always have the words to express, and I want my classroom to be a refuge—where they’re not only learning, but healing, growing, and feeling seen. Receiving this scholarship would mean the world to me. It would allow me to continue pursuing my education without the overwhelming weight of financial strain. It would give me more freedom to focus on the hands-on experiences that will shape me into a more effective teacher. And most importantly, it would be a powerful reminder that I’m not alone on this path—that there are people, like Dr. Reece, who believe in supporting the next generation of educators. I hope to carry her legacy forward by being the kind of teacher who sees the whole child, who leads with love, and who believes in every student’s potential. Education changed my life—and I plan to spend my life giving that same gift to others. Thank you for considering me for this incredible opportunity.

As someone pursuing a degree in Elementary Education (PK–3) with a minor in Theatre and Interpretation, my ultimate goal is to become a kindergarten teacher and a theatre director. I also plan to pursue a master’s degree in Educational Leadership so that I can continue to grow and one day take on a leadership role within the school system. I believe that the earliest years of education are not only formative but foundational—and I want to create a classroom where children feel safe, seen, and excited to learn. Education is more than a career choice for me—it’s a calling. I’m passionate about building safe, inclusive spaces where creativity and curiosity are encouraged, especially for students who may not always feel like they belong. I want every child who walks into my classroom to know they matter and that they are capable of amazing things, even at a very young age. However, the rising cost of college makes that dream more difficult to reach. Tuition, textbooks, transportation, and living expenses quickly add up. I’ve always been resourceful and hardworking, but the financial strain is real. Receiving this scholarship would significantly relieve that pressure and allow me to focus more fully on my studies, classroom experience, and future as an educator. Instead of dividing my time between school and working long hours, I would be able to continue gaining experience through student teaching, volunteering, and childcare work—all of which directly contribute to the kind of teacher I strive to be. My background has prepared me to lead. I’ve been a cheer captain, choir section leader, and active participant in theatre. I was honored as 2nd runner-up for Mint Queen in my city, and I’ve served as both 4-H club president and youth board representative. Currently, I’m a public school employee, working in a daycare where I help care for and teach young children each day. These roles have shaped my work ethic, empathy, and commitment to service. They’ve also shown me how powerful a trusted adult can be in the life of a child. This scholarship would not only help fund my education—it would help fund the future classrooms I will lead. It’s an investment in a lifelong educator who is determined to give back to her community, one student at a time. I’m committed to making a lasting impact in Michigan’s schools and shaping the next generation with care, creativity, and heart. Thank you for considering me for this opportunity.