Mental health has been an integral part of my journey, shaping my goals, relationships, and worldview in profound ways. Through personal experiences and my leadership in the STARS Mental Health Club, I have developed a deep understanding of the complexities of mental health, its societal impact, and the importance of advocacy and support. These experiences have not only solidified my desire to become a pediatrician but have also transformed the way I interact with others and perceive the world around me. My younger brother, who is autistic, has been my greatest teacher when it comes to understanding mental health. Growing up, I watched him struggle with social interactions and emotional regulation, often feeling isolated in environments that did not accommodate his needs. Seeing his challenges firsthand made me acutely aware of how mental health and neurodevelopmental differences affect daily life. I became determined to create spaces where individuals like my brother could feel included and understood. This commitment led me to take on leadership roles in advocacy and awareness, particularly through my work with the STARS Mental Health Club. As Secretary and later President of STARS, I spearheaded initiatives aimed at reducing stigma and promoting mental well-being among students. One of my proudest achievements was organizing my school's first-ever club fair, which not only increased engagement with STARS but also initiated crucial conversations about mental health. Through this event, I saw firsthand how many students were eager to discuss their struggles but lacked the space or language to do so. Creating that safe space reinforced my belief that mental health advocacy is not just about providing resources—it’s about fostering a culture of openness and support. My experiences with mental health advocacy have also influenced my personal relationships. I have learned to approach others with greater empathy and patience, recognizing that struggles are not always visible. Friends who once hesitated to share their emotions now confide in me, knowing that I will listen without judgment. I have also applied these lessons at home, particularly in my relationship with my brother. Understanding his unique ways of processing the world has made me a more compassionate and effective support system for him. Beyond my immediate circle, my perspective on mental health has broadened to include a more systemic view of its impact. Volunteering at the University of Maryland Capital Region Health has given me firsthand exposure to the intersection of mental and physical health. Many patients I assist are not only dealing with physical ailments but also struggling with anxiety, depression, or the emotional toll of their conditions. Observing healthcare professionals address these concerns has reinforced my belief that mental health care must be integrated into all aspects of medicine. As a future pediatrician, I plan to advocate for holistic care that considers both the physical and emotional well-being of my patients, particularly those with neurodevelopmental differences. Furthermore, my journey with mental health has also shaped my personal faith and resilience. Over the past year, I have faced challenges in my church and home due to differing beliefs and values. These struggles have tested me emotionally, but they have also strengthened my commitment to self-care, reflection, and open-mindedness. I have learned that mental health is not just about external support but also about internal resilience—the ability to stand firm in one's values while remaining receptive to growth and understanding. Ultimately, my experiences with mental health have guided me toward a future where I can make a tangible difference. Whether through medical practice, research, or advocacy, I am committed to ensuring that mental health is not treated as an afterthought but as a crucial component of overall well-being. My journey has shown me that addressing mental health is not just about individual healing but about creating a world where everyone—regardless of their neurotype, background, or struggles—feels seen, supported, and valued. This mission is not just my passion; it is my purpose.

My passion for extracurricular activities stems from my desire to create meaningful connections and foster a supportive community for students. As someone who values emotional well-being, I have dedicated myself to improving my school’s environment through leadership in the STARS Mental Health Club. Witnessing the mental health struggles that emerged during the pandemic motivated me to step up and ensure that students had a safe space to express themselves and find support. When participation in the STARS Mental Health Club declined following the pandemic, I knew that revitalizing the club was crucial. As Secretary, I took the initiative to organize my school’s first-ever club fair to boost engagement. I knew that if students could see the variety of clubs available, they would feel encouraged to reconnect with their school community. I reached out to club leaders, wrote compelling invitation emails, and designed eye-catching flyers that I shared on my school's Instagram. I also collaborated with faculty to secure a space for the fair and coordinated with various clubs to ensure they had tables to showcase their activities. The fair was a tremendous success — it attracted numerous students, revitalized several struggling clubs, and introduced new members to STARS. Seeing my efforts directly impact my peers encouraged me to continue finding creative ways to connect with students. The fair’s success turned it into an annual tradition that continues to foster school spirit and engagement. As the current President of STARS, I have carried this same creative and goal-oriented mindset into my leadership role. I strive to ensure that our meetings are engaging and impactful, offering students a welcoming space to focus on mental well-being. I organize events like mental wellness workshops, where students learn practical strategies for stress relief and self-care. Additionally, I manage social media posts that promote positivity and encourage students to prioritize their mental health. I’ve also launched initiatives like "Motivation Mondays," where I post uplifting messages to inspire students at the start of each week. These consistent efforts have helped STARS become a reliable and comforting presence in my school community. Through these initiatives, I’ve seen students open up, share their feelings, and form bonds with peers they may not have otherwise met. It’s incredibly rewarding to witness students find comfort in our club’s activities and discover new ways to manage their mental health. By fostering these connections, I’ve seen students gain confidence and feel less alone. My involvement in STARS has not only allowed me to contribute to my school but has also strengthened my skills as a leader, communicator, and empathetic listener. I’ve learned that building a supportive community requires persistence, creativity, and compassion. Looking ahead, I hope to continue creating spaces where individuals feel valued and connected, whether through future leadership roles or my career as a pediatrician. By promoting inclusion, encouraging dialogue, and building strong communities, I believe I can make a lasting impact on the well-being of those around me.

The sound of popping balloons and the shimmer of gold streamers filled the room as my brother walked into his Sweet 16 party. His eyes widened, and a bright smile stretched across his face — a rare and precious moment. Planning that celebration was my greatest achievement, one that allowed me to support my autistic brother in a way that celebrated his uniqueness. From choosing a blue and gold theme that represented his favorite colors to crafting a balloon garland and decorating the venue, I invested hours ensuring that every detail reflected his personality. Seeing his face light up when he walked into the room made every effort worthwhile. Organizing the party came with its fair share of challenges. I had to juggle school responsibilities, choir practices, and my duties at Grace Family Daycare, all while ensuring I had enough time to brainstorm creative ideas and execute them effectively. I found myself staying up late to watch DIY videos on balloon garlands and making trips to multiple stores to gather decorations that fit my vision. Despite the stress, I reminded myself that this celebration was about my brother — a boy who often struggled to connect with others socially. I knew this party would be an opportunity to make him feel special and included. The moment I saw him dancing with family, surrounded by laughter and joy, I knew that my hard work had paid off. This experience taught me the value of patience, adaptability, and the power of thoughtful planning. I realized that my ability to organize and lead — skills I had developed through my roles in various leadership positions — could make a tangible difference in someone’s life. It showed me that being a leader isn’t always about commanding a room; sometimes, it’s about quietly working behind the scenes to uplift others. I learned that even the smallest details — like the shade of blue in the decorations or the choice of songs in the playlist — could make someone feel truly seen and valued. In the future, I hope to carry these lessons into my medical career as a pediatrician. I want to combine my empathy, creativity, and organizational skills to provide personalized care for children, particularly those with autism. By understanding their unique needs and creating environments where they feel safe and valued, I aim to help families feel supported and empowered. Ultimately, I hope to become a physician who not only treats patients but also advocates for greater inclusion and understanding in healthcare and society at large. This experience has solidified my desire to pursue a career that allows me to connect with others and make a lasting impact. Whether through organizing events or supporting patients, I’ve learned that empathy, creativity, and dedication can transform even the simplest moments into unforgettable milestones.

Having an autistic brother, I have seen the way people treat him in public, from mean comments at restaurants to being excluded by children. These moments have negatively impacted my brother's social experiences, contributing to his anxiety and loneliness in social interactions. These injustices opened my eyes to see that the world’s perception of autistic individuals is tainted. For this reason, I desire to change the world’s view of autism through advocacy, as this would enhance understanding and impact how neurotypical individuals interact with autistic individuals. So far, I’ve had the pleasure of giving back to my community through acts of kindness for other autistic individuals, fostering their peace of mind as they integrate into society. While volunteering at Grace Family Daycare, I noticed Sophia, a child with autism, was often excluded by other kids due to her repetitive speech, social challenges, and difficulty following instructions. Determined to make her feel included, I befriended her and often played tag with her. Over time, Sophia would run to me for comfort when upset and brighten up with my reassurance. I positively impacted her by giving her a safe space amid cruelty, offering her what every human needs: love, acceptance, and companionship. This experience highlights the importance of giving back to meet the unique needs of others. Similarly, at church, I had an experience with Mickey, an autistic teenager, that further deepened my understanding of communication differences. He once took my phone and ran away, reminding me of when my brother had done the same thing. Recognizing what was wrong, I discovered that Mickey’s actions communicated his need for his lost iPad. This experience taught me that autistic individuals often communicate with actions rather than words, which can be misunderstood in a society that prioritizes verbal communication. When I found Mickey’s iPad, he was overjoyed, and he immediately returned my phone. In this moment, I learned that kindness often requires patience and a willingness to understand an individual’s unique situation. These experiences with my brother, Sophia, and Mickey shaped my understanding of autism and inspired my commitment to creating a more inclusive society. In college, I aim to continue giving by joining autism advocacy organizations and volunteering at hospitals or clinics that treat neurodiverse children. I will also organize workshops educating neurotypical individuals about autism to promote awareness. After college graduation, my goal is to become a pediatrician, specializing in autism care, blending my medical knowledge with advocacy to support autistic individuals and their families. Through acts of service–whether supporting my brother, becoming friends with Sophia, or helping Mickey–I have witnessed the importance of patience and empathy. These moments motivate me to move beyond my current efforts of giving back to my community, making it my life’s work. By combining my medical career with advocacy and education, I hope to inspire a kinder, more inclusive world where autistic individuals are fully understood, accepted, and celebrated. Through these experiences, I learned that giving back is essential in making a difference in the lives of others.

Singing in the church choir, where most songs were in Igbo, required me to adapt to a language I didn't speak fluently. While the other choir members sang with ease, I struggled to keep up. Growing up Cameroonian while attending a Nigerian church exposed me to a blend of two rich cultures and motivated me to learn more. Yet, this cultural exposure also came with challenges that tested my resilience. One song, "Alleluya" by Onyeka Onwenu, was a challenge for me. When we first rehearsed it, I froze as the other members effortlessly sang in their native tongue. Although they attempted to break down the words for me, one line still troubled me: "Ebe igworom oria dim le." During practice, I would sing the other parts well but mumbled over this line, afraid of messing up the words. Realizing that the performance day was fast approaching, the choir members suggested I should sit out if I failed to sing it well. Later that night, I scoured the internet, watching lyric videos on YouTube. After multiple runs of 0.5 playback speed and several frustrating attempts, the words finally rolled off my tongue effortlessly as I sang clearly. In the process, I discovered the meaning of the phrase: "Where you [God] healed me from my sickness." On performance day, I sang with both confidence and understanding of the words, holding that experience close to my heart. Although my initial fear of being excluded from the performance drove me to learn the song, in the end, my willingness to learn and adapt helped me to find solace in the Igbo culture. My creative approach to learning the Igbo language broadened my perspective and deepened my cultural appreciation, as I realized what makes their culture so unique. Beyond music, I understand Igbo words in conversations, allowing me to better connect with church members and my Igbo peers at school. The songs I once struggled with are now my favorites, symbolizing the importance of discomfort in growth and being willing to make changes to understand another culture. If someone faces the same circumstance, I advise them to have a positive outlook on the situation. A positive outlook would help them keep an open mind and use their situation as a growth and learning opportunity. I would explain that this perspective on the situation helped me learn more about another culture and enhanced my relationships with those around me. If they do the same, they can experience the same benefits as well.

Having an autistic brother, I have seen the way people treat him in public, from mean comments at restaurants to being excluded by children. These moments have negatively impacted my brother's social experiences, contributing to his anxiety and loneliness in social interactions. These injustices revealed society’s flawed perception of autistic individuals, inspiring my mission to change it. For this reason, my life goal is to change the world’s view of autism through advocacy, as this would enhance understanding and impact how neurotypical individuals interact with autistic individuals. So far, I’ve had the pleasure of interacting with autistic children in my community, fostering their peace of mind as they integrate into society. While volunteering at Grace Family Daycare, I noticed Sophia, a child with autism, was often excluded by other kids due to her repetitive speech and social challenges. Determined to help her feel included, I started playing tag with Sophia. Soon, she would run to me for comfort when upset, her face lighting up at my reassurance. I positively impacted her by giving her a safe space amid cruelty, offering her what every human needs: love, acceptance, and companionship. Like the daycare experience, at church, Mickey, an autistic teenager, further deepened my understanding of communication differences. He once took my phone and ran away, reminding me of when my brother had done the same thing. Recognizing what was wrong, I discovered that Mickey’s actions communicated his need for his lost iPad. This experience taught me that autistic individuals often communicate with actions rather than words, which can be misunderstood in a society that prioritizes verbal communication. When I found Mickey’s iPad, he was overjoyed, and he immediately returned my phone. At this moment, I learned that dealing with autistic individuals often requires patience and a willingness to understand their unique situations. These experiences with Sophia, and Mickey inspired me to pursue education in healthcare to deepen my understanding of Autism Spectrum Disorder. With a degree in health sciences or biology, I will gain a lot of background knowledge about how neurodevelopmental disorders like autism form and learn how to treat them. A degree in health sciences or biology will prepare me for medical school and support my goal of becoming a pediatrician specializing in autism care. With an education in healthcare, I will learn that therapies like Applied Behavioral Analysis help reduce tantrums and improve social interactions in kids like Sophia. I can also learn that speech therapy can help children like Mickey communicate better, reducing stigma and fostering positive interactions. Learning about these therapies will be helpful when I practice medicine, as I will know how to treat my patients. In addition to my medical career, my goal is to blend my medical knowledge with advocacy to support autistic individuals and their families. As an advocate, I plan to organize and lead community workshops that educate neurotypical individuals about autism to promote awareness, empathy, and understanding. This would help solve the societal problems of stigma and inclusion, fostering societal acceptance and positive social interactions. Additionally, I aim to collaborate with disability services and support organizations, partnering with organizations to provide affordable or subsidized medical care for the autistic children they serve. My personal experiences with my brother, Sophia, and Mickey solidified my desire for the world to change their perception of autistic individuals. Through medicine and advocacy, I aim to treat and be a voice for autistic individuals, ensuring they are seen and valued. With every patient I treat and every workshop I lead, I will work toward building a world where acceptance is universal.