If there is one thing I have learned through every season of my life, it is this: relationships are not just a part of life, they are the foundation of it. For me, relationships have never been passive or accidental. They require intention, sacrifice, and a willingness to truly see others. From a young age, I learned how much people depend on one another. Balancing school, work, leadership roles, and responsibilities beyond what most students my age experience, I came to understand that connection is not simply about being present; it is about showing up with purpose. This belief has shaped both who I am and who I am becoming. One of the most meaningful relationships in my life is my relationship with my fiancé. As we prepare for marriage, I have come to understand that love is not simply a feeling, but a daily choice rooted in commitment, communication, and selflessness. Our relationship has taught me how to listen deeply, how to grow alongside another person, and how to remain steady even in uncertainty. It has strengthened my belief that the most impactful relationships are the ones built on trust, faith, and mutual growth. My understanding of connection extends far beyond romantic relationships. Through my leadership in my church, my involvement in service, and my roles in school organizations, I have seen how powerful it is for someone to feel known and valued. Whether I am mentoring younger students, organizing events, or simply offering a listening ear, I have witnessed how even small moments of connection can change someone’s confidence, direction, and sense of belonging. Relationships are often the bridge between where someone is and where they could be. This understanding is what led me to pursue my Master’s in Special Education while teaching fifth grade. In the classroom, relationships are not an added benefit—they are the foundation of learning. Every student walks into the room with different strengths, challenges, and experiences. For students with disabilities, especially, trust and connection are essential before any meaningful academic growth can take place. A student cannot fully engage, take risks, or believe in their abilities if they do not first feel safe, understood, and supported. As a teacher, I want to be that steady presence. I want my students to know that they are seen not just for their academic performance, but for who they are. I want to build relationships that help them develop confidence, independence, and a belief in their own potential. My role is not only to teach content, but to create an environment where every student feels valued and capable of success. This is especially important in special education, where students are often defined by their challenges instead of their strengths. Through strong, intentional relationships, I want to help shift that narrative. I want my students to experience success, to feel understood, and to recognize their own worth. In a world that often prioritizes productivity over people, I believe relationships are what ground us. They remind us that success is not measured solely by achievements, but by the lives we impact along the way. Looking ahead, I hope to build a life centered on connection. In my future family, I want to create a home rooted in love, stability, and faith. In my classroom, I want to foster a community where students feel safe to grow and challenge themselves. In my career, I want to advocate for students who need someone to believe in them. Relationships are not separate from my goals—they are the reason for them. Every lesson I teach, every conversation I have, and every student I encounter is an opportunity to build a connection. And through those connections, I hope to make a lasting impact that extends far beyond the classroom. At the end of the day, the most meaningful thing we can give to others is not just knowledge, but the confidence to believe in themselves—and that begins with a relationship.

Cancer has shaped my family in ways that words often struggle to fully capture. My grandfather, who was like a father figure to me, passed away from skin cancer. He was someone I looked up to deeply, and losing him left a space in my life that can never truly be filled. Not long after, my family experienced another heartbreaking loss when my aunt passed away from breast cancer, leaving behind my uncle and my cousins. Watching my family go through not just one, but multiple losses to cancer changed me in ways I am still learning to understand. These experiences showed me that cancer does not just affect the person diagnosed. It ripples through the entire family. With my grandfather, I experienced what it felt like to lose someone who helped shape who I am. With my aunt, I saw the impact of loss from a different perspective. I watched my cousins navigate life without their mother and saw my uncle carry a kind of grief that no one can truly prepare for. It made everything feel more real and more fragile. One of the hardest parts was the feeling of helplessness. There is no way to fix cancer. There is no way to take away the pain for the people you love. All you can do is show up, be present, and try to support them in whatever way you can. Through that, I learned that sometimes the most important thing you can offer someone is simply being there. At the same time, life did not pause. I continued balancing school, work, and responsibilities, even while carrying the emotional weight of these losses. That experience taught me resilience. I learned how to keep going even when things felt heavy, and how to carry both grief and responsibility at the same time. More than anything, these experiences gave me a new perspective on life. They taught me not to take time for granted. The everyday moments, conversations, and relationships that once felt ordinary now feel incredibly important. I have learned to value the people in my life more deeply and to be more present with them, because I understand how quickly things can change. They also strengthened my sense of empathy. I am more aware now that everyone is carrying something, even if it is not visible. Because of this, I try to approach others with more patience, compassion, and understanding. You never know when someone is going through a loss or a struggle that they have not shared. This has shaped the path I am choosing moving forward. As I pursue my master’s in special education, I want to be someone who supports others not just academically, but emotionally. Students come into the classroom carrying experiences from home, including loss, illness, and uncertainty. I want to create an environment where they feel safe, supported, and understood, no matter what they are facing. Losing my grandfather and my aunt to cancer has been incredibly difficult, but it has also shaped who I am. It has taught me resilience, deepened my compassion, and reminded me of what truly matters. Even in the face of loss, I have learned that love, strength, and connection remain.

Mental health is important to me as a student because it is something I have had to learn to navigate every day, often in silence. For much of my life, I have been diagnosed with anxiety and depression. I also watched my dad face similar struggles, which showed me early on that mental health challenges do not just affect one person. They impact families, relationships, and the way we move through the world. Although it was present in my life, it was not something we openly discussed. Instead, I learned to keep going, stay busy, and handle things on my own. As a student, that mindset followed me. I took on leadership roles, stayed involved in countless activities, worked long hours, and pushed myself to succeed. From the outside, everything looked put together. But internally, I was often overwhelmed. It took time for me to realize that mental health is not separate from academic success. It directly affects focus, motivation, confidence, and overall well-being. Once I began to understand that, my perspective changed. Mental health is important to me now because I know what it feels like to struggle in silence. I know how easy it is for students to feel like they have to hold everything together while quietly falling apart. No student should feel like they have to choose between appearing strong and asking for help. In my leadership roles, whether through school organizations or my involvement in my church, I focus on creating an environment where people feel safe being honest. I try to lead with empathy, recognizing that you never truly know what someone else is carrying. Sometimes advocacy does not look like a big speech or event. Sometimes it looks like checking in on someone, listening without judgment, or reminding them that they are not alone. I also advocate by being open about my own experiences. While that was not always easy, I have learned that vulnerability can make a difference. When people see someone they perceive as “put together” speak honestly about mental health, it helps break down the stigma. It creates space for others to open up too. As I continue my education and pursue my master’s in special education, this advocacy will remain central to who I am. I want to be an educator who understands that students are more than their academic performance. They bring their emotions, struggles, and experiences with them into the classroom every day. I hope to create a learning environment where students feel supported not just academically, but emotionally as well. Mental health matters because students matter. When we acknowledge mental health, we allow students to succeed not just in school, but in life. And when we choose to speak openly about it, we help ensure that no one has to face those challenges alone.

For a long time, I thought being strong meant keeping everything to myself. From the outside, my life looked full and successful. I was involved in just about everything, serving as cheer captain, president of FFA, and participating in student council, NHS, FCA, and Key Club. I was also very active in my church. At the same time, I was working over twenty hours a week and helping with responsibilities at home on our farm. By sixteen, I was financially independent. I stayed busy and driven. But underneath all of that, I was struggling. I have been diagnosed with anxiety and depression for much of my life, and my dad has faced similar challenges. Even though mental health was present in my family, it was not something we really talked about. Instead, I learned to push through it. I told myself that if I just kept going, kept achieving, and kept taking care of everything around me, then maybe I would not have to deal with what I was feeling. For a while, I believed that was working. Eventually, it caught up to me. There is only so long you can carry everything on your own before it becomes overwhelming. I reached a point where I was exhausted in a way that sleep could not fix. It was not just physical. It was emotional, and it felt heavy. That was when I began to understand that ignoring my mental health was not strength. It was silence. Slowly, I started to change the way I handled things. I became more honest with myself first, and then with others. I allowed myself to admit that I was struggling instead of constantly trying to prove that I was fine. In doing that, I learned something I did not expect. Opening up did not push people away. It brought me closer to them. That shift changed a lot for me. It changed how I see mental health. I no longer view it as something to hide, but as something that deserves attention, care, and conversation. It also changed how I approach my relationships. I have become more aware that you never truly know what someone else is going through, and because of that, I try to lead with patience, understanding, and compassion. Most importantly, it shaped where I am going. I recently earned my bachelor’s degree, and I now plan to pursue my master’s in special education. I have always been drawn to helping others grow and succeed, but my experiences have shown me that learning is never just academic. There is always more beneath the surface. Students carry emotions, challenges, and experiences that shape how they show up each day. I want to be the kind of educator who recognizes that and supports students not just in their learning, but in feeling seen, understood, and valued. I also want to be part of changing how we talk about mental health. For too many people, including my own family, these struggles are faced quietly. I want to help create a culture where people feel safe speaking up, asking for help, and knowing they are not alone. If my journey has taught me anything, it is this: being strong does not mean carrying everything by yourself. Sometimes it simply means being brave enough to say, “I am not okay,” and trusting that you do not have to face it alone.

By the time I was sixteen, I was not just a student. I was financially independent, responsible for my own future, and learning to navigate pressures that most of my peers had not yet encountered. That reality shaped my high school and college experience in ways that challenged me, strengthened me, and ultimately defined who I am today. For much of my academic career, my biggest challenge was not a single assignment, class, or exam. It was learning to handle responsibilities that went beyond what most students my age were expected to manage. While many of my peers focused solely on school, I balanced coursework with the pressures of paying for my own needs, preparing for college, and planning for a future that depended entirely on my perseverance. Even in high school, my life required a level of discipline that pushed me to grow quickly. I served as cheer captain, president of FFA, and was an active member of student council, National Honor Society, Fellowship of Christian Athletes, and Key Club. Outside of school, I was deeply involved in my church and took on responsibilities at home on our farm. Alongside all of this, I worked more than twenty hours each week to support myself. Balancing these commitments was not easy, but it taught me how to manage my time, lead with intention, and remain committed even when life felt overwhelming. Living this way required not only discipline, but also intentionality in how I approached money. I learned early on to be frugal and to find contentment in simplicity. I wore the same prom dress twice, drove a minivan older than I am, and chose to step away from trends that encouraged unnecessary spending. These choices became a reflection of my priorities. I found joy in living simply, knowing that each decision allowed me to invest more fully in my education and future. At first, this responsibility felt overwhelming. I questioned whether I could succeed both academically and financially without sacrificing one for the other. Late nights became routine, not just for studying but also for working. I realized that success would not come from working harder alone, but from managing my time wisely, building disciplined habits, and staying grounded in my purpose. There were days when my schedule felt impossible. I attended classes, took part in leadership roles, worked to support myself, and still aimed to maintain strong academic performance. I often felt stretched thin and discouraged. Instead of allowing that pressure to defeat me, I chose to confront it. I created structure in my life by building detailed schedules, prioritizing tasks, and learning to say no to commitments that did not align with my goals. More importantly, I shifted my mindset. I stopped viewing my circumstances as a disadvantage and began to see them as an opportunity to grow. Each challenge became a chance to build resilience, develop independence, and prove to myself that I was capable of more than I had believed. Taking on adult-level responsibilities at a young age can feel isolating. At times, I felt different from my peers, as though I were living in a separate reality. During those moments, I leaned into my involvement in school and community organizations. My participation in FFA and the Newman Center became sources of support, leadership development, and purpose. Through FFA, I served in multiple leadership roles, including President, Secretary, and Historian. These positions challenged me to lead others while continuing my own growth. I learned how to communicate effectively, make decisions under pressure, and advocate for those around me. Similarly, my involvement at the Newman Center allowed me to serve my community in meaningful ways. In college, my level of responsibility only increased. I worked up to forty hours each week while carrying a heavy course load to graduate early. At the same time, I served as president of the Newman Center and volunteered by teaching at my church. Balancing academics, leadership, work, and service required constant discipline, but it strengthened my ability to stay focused on long-term goals while managing immediate responsibilities. Another challenge I faced was the financial uncertainty of pursuing higher education. Knowing I needed to fund my college experience on my own was daunting. There were moments when earning a degree and pursuing a master's degree felt out of reach. Rather than allowing that uncertainty to stop me, it motivated me to move forward with determination. I approached my education with a clear sense of purpose. Every assignment, exam, and leadership opportunity became a step toward a larger goal. I sought out scholarships, remained committed to my studies, and invested in experiences that would prepare me for my future career. My passion for helping others fueled my perseverance and reminded me why my efforts mattered. Looking back, balancing independence, financial responsibility, and academic success has been one of the most formative experiences of my life. It has taught me discipline, resilience, and the importance of living with intention. It has also shown me that fulfillment comes not from material things, but from growth, service, and purpose. Today, I am proud of who I have become. I have maintained my academic commitments, taken on leadership roles, and remained actively involved in my community. I have learned how to persist and move forward even when challenges arise. While my journey has not been easy, it has been meaningful. The challenges I have faced have strengthened my character and deepened my commitment to serving others. They have prepared me to meet the demands of higher education and my future profession with confidence and determination. The responsibility I took on at sixteen did not limit me. It prepared me to build a future defined by resilience, purpose, and a commitment to serving others.

One thing I want to “build” is a classroom and career centered on inclusion, trust, and meaningful growth for students with special needs. As I pursue my Master’s in Special Education, I am intentionally preparing myself to create an environment where students feel seen, supported, and capable of success. For me, this goal is not just about becoming an effective teacher, but about building a space where students can develop confidence in themselves and in what they are able to achieve. I want to build a classroom that is structured but also welcoming. Many students in special education benefit from clear routines, consistent expectations, and step-by-step instruction. By creating this kind of environment, I hope to reduce uncertainty and help students feel more comfortable engaging in learning. At the same time, I want to remain flexible in my approach so that I can meet students where they are and adjust instruction to fit their individual needs. This means taking the time to simplify tasks when needed, provide additional support, and celebrate progress, even in small steps. Equally important to me is building relationships with my students. I believe students are more willing to learn and participate when they feel respected and understood. I want to take the time to learn about who they are as individuals, including their strengths, interests, and challenges. By doing so, I can better support them in a way that is personal and meaningful. I also want to create a classroom atmosphere where students feel safe to try, make mistakes, and keep going without fear of judgment. I want to build is strong communication and partnerships with families and colleagues. I have seen how important it is for students to have consistent support between home and school. By maintaining open communication and working together with families and other educators, I hope to contribute to a network of support that helps students feel more secure and understood in all areas of their lives. Building this kind of environment is important to me because I believe it can make a lasting difference. When students feel supported and capable, they are more likely to grow in independence, confidence, and self-advocacy. In my own life, building this career will also help me continue growing in patience, empathy, and responsibility, while allowing me to serve others in a meaningful and impactful way.

I am pursuing a career in special education because I want to support individuals with diverse learning needs in a meaningful and practical way, helping them grow in both confidence and independence. My interest in this field has been shaped not only by my academic goals, but also by personal experiences that have given me a deeper appreciation for the importance of patience, understanding, and individualized support. Having a cousin and an uncle with autism has had a lasting impact on how I see the world and the path I want to take professionally. Through my relationship with them, I have been able to observe both their unique strengths and the challenges they face in everyday situations. These experiences have taught me that individuals with intellectual and developmental disabilities often thrive when they are supported in environments that are structured, patient, and encouraging. I have learned how important clear communication is, as well as the value of meeting someone where they are rather than expecting them to fit into a one-size-fits-all approach. Being part of their lives has also helped me develop greater empathy and awareness. I have seen how small adjustments in communication, routine, and expectations can make a meaningful difference in someone’s ability to participate and succeed. These experiences have influenced my desire to work in a field where I can apply these same principles in a professional setting and help create environments where students feel understood, supported, and capable. As I move forward in my career, I hope to make a difference as a special education teacher by focusing on individualized instruction and inclusive classroom practices. I want to create a learning environment where students feel comfortable, respected, and confident in their abilities. By using structured routines, clear expectations, and teaching strategies that are tailored to different learning styles, I plan to support students in making steady progress at their own pace. I also want to emphasize encouragement and positive reinforcement, helping students recognize their growth and build confidence in what they can accomplish. I hope to build strong relationships with my students and their families. I have come to understand how important it is for families to feel supported and involved, especially when navigating the needs of a child with a disability. By maintaining open communication and working collaboratively, I aim to contribute to a consistent support system that extends beyond the classroom and into the home. My goal is to help students with intellectual and developmental disabilities develop the skills they need to be more independent while also feeling valued and included. My experiences with my cousin and uncle have shaped both my perspective and my motivation, and I am committed to carrying those lessons into my future classroom in a way that positively impacts the lives of my students and their families.

I recently graduated from college, and I am now working towards a Master’s in Special Education. My aim is to be an effective and caring educator who addresses the varied needs of all students. I want to focus not just on teaching academic subjects, but also on building an inclusive classroom where every student feels supported, respected, and capable of succeeding. I am dedicated to developing the skills needed to create lessons that are accessible and responsive to individual learning differences. As a future special education teacher, I plan to establish a structured and predictable classroom that encourages both academic and behavioral growth. Clear expectations, consistent routines, and straightforward instruction will be key parts of my teaching style. Many students in special education benefit from repetition, modeling, and step-by-step guidance, so I will focus on breaking down complex tasks into smaller, manageable parts. This approach aims to reduce frustration, build confidence, and help students achieve success gradually. Differentiation will be a major part of my teaching practice. I will use a variety of strategies to cater to different learning styles, such as visual aids, hands-on activities, guided practice, and supportive instruction. I will frequently check how well students understand the material and adjust my teaching as needed to make sure each student is moving toward their individual goals. I also intend to use positive reinforcement to motivate effort, persistence, and engagement, helping students build academic skills and a growth mindset. Creating a classroom culture that values inclusion, respect, and belonging is equally important to me. Students learn best when they feel safe and valued, so I will work to create an environment where they are encouraged to participate, ask questions, and take risks without fear of being judged. I believe building strong relationships with students is essential. Trust and connection are often the foundations for meaningful learning and personal growth. By understanding each student’s strengths, interests, and challenges, I can better help them reach their full potential. Collaboration will also be crucial in my teaching approach. I will work closely with general education teachers, support staff, and families to make sure every student gets consistent and coordinated support. Open communication with families is vital since they offer important insights into their child’s needs and experiences. By building strong partnerships, I hope to create a unified support system that enhances learning both inside and outside the classroom. Additionally, I am committed to ongoing professional growth and self-reflection. Special education is a field that requires flexibility and continuous learning, and I plan to stay updated on effective practices, research-based strategies, and changing teaching methods. By reflecting on my teaching and seeking ways to improve, I aim to become a more effective educator who can better support my students over time. In the end, my goal is to make a positive impact by helping students with special needs develop the academic, social, and functional skills they need for greater independence and confidence. Through focused instruction, personalized support, and a commitment to inclusion, I hope to create a classroom where every student has the chance to learn, grow, and succeed.

I am passionate about special education because it allows me to meet students where they are and help them recognize their dignity, abilities, and worth. I believe every student is uniquely created with purpose. I feel called to a profession where I can walk alongside them as they grow in both confidence and independence. For me, teaching is not just about academic instruction; it is about helping students see themselves as capable and valued individuals. Professor Harold Bloom’s statement, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” resonates deeply with me, especially in special education. A student’s sense of presence is their understanding that they matter and that their thoughts, efforts, and identity are valuable. It is the moment when a student begins to recognize their own voice, growth, and place in the world. For many students with special education needs, this sense of presence can be clouded by frustration, comparison, or repeated challenges. They may start to see themselves through what they cannot do, rather than what they can. Guiding students to this sense of presence means helping them rediscover themselves, not defined by their challenges, but as individuals with strengths, potential, and inherent worth. It involves creating an environment where they feel safe to try, supported to grow, and encouraged to believe in themselves. This is not just a single moment; it is a process of building trust, confidence, and self-awareness over time. My own path to special education was unexpected. I initially planned to pursue a career in occupational therapy, but hands-on experience made my direction clear. While shadowing in occupational therapy settings, I found I was more interested in working directly with students and teaching than in the therapy methods. I felt most engaged during the moments of connection—interacting with students, encouraging them, and helping them understand things in new ways. This realization, along with my experience substitute teaching, led me to pursue a career in special education. Through substitute teaching, I saw how much students need not only instruction, but also patience, consistency, and belief from the adults around them. I noticed small but important moments, like students attempting tasks they once avoided, participating when they used to stay silent, or feeling proud of their work. These moments showed what it means for a student to start experiencing their own presence. They were not just learning content; they were beginning to see themselves as capable. As a future special education teacher, my mission is to create a classroom environment rooted in patience, compassion, and respect. While I will use tools like IEPs and differentiated instruction to meet each student’s needs, I believe the most important part of teaching comes through building relationships. I want my students to feel known, supported, and valued every day. I will celebrate their progress and help them reflect on their own growth so they can recognize their abilities. My faith plays a central role in how I approach this calling. It reminds me that each student has inherent dignity and is deserving of love, patience, and opportunity. It also challenges me to serve others with humility and compassion. As a teacher, I hope to reflect these values by showing understanding, encouraging students through challenges, and reminding them of their worth even when they struggle to see it. Ultimately, my goal is not just to teach academic skills, but to help students build confidence, independence, and a belief in who they are. When students begin to recognize their own value and capabilities, they become empowered not only in the classroom, but in life. Helping students reach that point, to truly experience their own presence, is what makes this profession so meaningful to me. If my classroom were a fairy tale, it would not be about a hero rescuing others, but rather a guide walking beside them. Each student would start their journey unsure of their place in the story and face challenges that seem too difficult to overcome. There would be moments of doubt and struggle, but also moments of courage with small steps forward that shift how they see themselves. As their guide, I would not remove the challenges for them, but walk with them through each one, offering encouragement, support, and belief. Slowly, they would discover their own strengths, finding their voice, gaining confidence, and realizing they were never meant to be rescued, but to grow into who they are meant to be. In the end, they would not just find success, but come to understand their own worth, carrying that knowledge long after the story continues.