What I want to build is not a physical structure, but a transformative educational framework. One that recognizes the impact of trauma on learning, promotes belonging, and equips educators to create inclusive environments where every student has the opportunity to thrive. My vision is to contribute to building a trauma-informed higher education system in Puerto Rico, and similar contexts, through research, innovative faculty development programs, and sustainable institutional practices. This vision is at the heart of my doctoral dissertation, Creating Trauma-Informed Higher Education in Puerto Rico: Faculty Development, Institutional Barriers, and the Path to Inclusive Pedagogy. Through my research, I am exploring how university faculty understand and implement trauma-informed and inclusive teaching practices, the institutional barriers they encounter, and the professional development opportunities that could strengthen their capacity to support students. Puerto Rico's communities have experienced multiple collective adversities, including hurricanes, earthquakes, economic instability, and the COVID-19 pandemic. These experiences have shaped the lives of students and educators alike. Yet higher education institutions may not always have the structures, resources, or professional preparation necessary to recognize and respond effectively to trauma-related challenges. I want to help bridge that gap. My goal is to translate research findings into practical, culturally responsive professional development programs that empower faculty to recognize the effects of trauma, foster psychological safety, strengthen student engagement, and implement inclusive instructional strategies. These programs would move beyond isolated workshops toward ongoing faculty learning communities, collaborative mentoring, and institutional partnerships that support meaningful and lasting change. I also hope to develop evidence-informed resources and assessment strategies that help universities evaluate their progress toward becoming more supportive, accessible, and responsive learning environments. For me, this commitment is deeply personal. As a single mother who has navigated significant adversity while pursuing higher education, I understand how essential meaningful support, opportunity, and perseverance can be to academic success. My experiences have strengthened my belief that education should not merely transmit knowledge; it should also create conditions in which individuals can grow, recover, and discover their potential. Building this future would allow me to combine my experience in education, leadership, and trauma-informed practice to contribute to institutional transformation in Puerto Rico. Ultimately, I want to build a legacy of educational environments where adversity does not determine achievement, where educators are equipped to respond with knowledge and compassion, and where students experience higher education as a pathway toward opportunity, belonging, and lasting transformation.

My doctoral journey began during one of the most challenging periods of my life. When I unexpectedly found myself raising two young children on my own, I made a commitment that would shape our future, to pursue my doctoral degree, not only for professional development but also to create greater stability, independence, and opportunities for my family. As a single mother responsible for raising and financially supporting two children, pursuing a doctorate has required extraordinary determination and sacrifice. I believed education could provide a pathway toward personal well-being and a brighter future, demonstrating to my children that adversity does not define our possibilities. I initially enrolled at the University of Puerto Rico, Río Piedras Campus, pursuing doctoral studies spanning Public Policy and Administration - Social Work, and Educational Leadership. Throughout this journey, I balanced motherhood, employment, and academic responsibilities while navigating Hurricanes Irma and María, a series of devastating earthquakes, and the COVID-19 pandemic. During these crises, I also participated in community interventions, supporting others while managing my own family's challenges. Despite these obstacles, I reached the dissertation stage. Unfortunately, institutional delays prevented the timely assignment of a dissertation director. After five years, I was finally assigned an advisor but was expected to complete my research, data analysis, and dissertation within six months or restart the entire program. This was a devastating setback after years of perseverance and sacrifice. Nevertheless, another opportunity emerged. I transitioned to an online university, where I could continue my doctoral aspirations through a Higher Education Leadership program while conducting research focused on Puerto Rico's higher education institutions. Although this meant changing my original academic path, it renewed my hope and strengthened my commitment to educational transformation. I still aspire to pursue my original doctoral goals someday. Throughout this journey, I also supported my mother during her illness until her passing last summer, an experience that brought profound grief alongside my academic and family responsibilities. Today, I am just one course away from completing my doctorate. The remaining tuition is $1,500, and I am preparing to defend my dissertation in December 2026. Receiving this scholarship would alleviate a significant financial burden at this critical stage and help me achieve a milestone that has required years of dedication. My doctorate will allow me to advance educational equity, inclusive teaching, and trauma-informed practices in Puerto Rico's higher education institutions. This scholarship would help me transform years of adversity into an achievement that honors my mother's memory, inspires my children, and strengthens my ability to serve my community and country.

Growing up, I often felt like I didn’t quite “fit” in the expected boxes people created for me. On the surface, I was the “high achieving” student, intelligent, driven, and socially present, but underneath that, I experienced the world differently in ways that made me feel both visible and misunderstood. My ADHD played a major role in shaping how I engaged with learning and social environments. In academic settings, it often translated into high performance, creativity, and the ability to hyperfocus and excel. I learned how to channel that energy into achievement, which helped me succeed and even gain social acceptance in some spaces. However, the same traits that supported my success also made social navigation more complex. I sometimes missed subtle cues, struggled with timing in conversations, or felt like I was interpreting social dynamics slightly differently than those around me. Over time, I also developed coping mechanisms, including tendencies toward perfectionism and OCD-like patterns, as a way to create structure and control in environments that often felt overstimulating or unpredictable. While these strategies helped me manage daily demands, they also added pressure and internal expectations that were not always visible to others. As a result, I often found myself in a complicated space socially. I could be perceived as confident or even popular in some contexts yet still feel internally out of sync in others. Among peers, especially during my teenage years, I noticed that my intensity, ambition, and communication style were sometimes difficult for others to understand. Being a highly driven and intellectually focused young woman did not always translate easily in environments where social norms were more rigid or superficial. What I have come to understand over time is that my “awkwardness” is not a flaw, but rather part of a more complex way of processing and engaging with the world. It has shaped me into someone who is reflective, empathetic, and deeply aware of differences in how people experience life. It has also made me more intentional about creating spaces where others do not feel judged for being different. Now, I see these traits as part of my strength. They have helped me develop resilience, adaptability, and a deep commitment to understanding people beyond surface-level interactions. While I still navigate moments of feeling socially “different,” I no longer view that difference as something that needs to be fixed. Instead, I see it as something that has shaped my voice, my purpose, and the way I connect and serve others today.

I want to build a future where education, housing stability, and mental health support are not privileges, but accessible foundations for every family. More specifically, I want to build integrated systems within education and public policy that recognize the real-life challenges students and families face, especially those who are single parents, unhoused, caregivers, or navigating trauma and loss while pursuing their education. My vision is to build programs and policies that connect educational institutions with wraparound support services such as mental health care, housing assistance, and family support resources. Too often, students are expected to succeed academically while carrying invisible burdens that directly impact their ability to persist and graduate. I want to help change that reality by building structures that respond to the whole person, not just the student ID number. This vision comes directly from my lived experience. As a single mother who has experienced housing instability, caregiving responsibilities for a parent with renal, cardiac, and pulmonary failure, and the profound loss of my mother, I understand how quickly life circumstances can shift. I also understand how transformative it can be when even one support system is in place at the right time. Education has been my anchor through these experiences, but I know that many others are forced to leave their academic journeys because that anchor is missing. I want to build a future where students do not have to choose between survival and education. I want to create environments in which a student facing homelessness can access housing resources without stigma, a caregiver can receive academic flexibility and support, and someone experiencing grief or mental health challenges can receive care without fear of judgment or academic penalty. Through my doctoral studies in Public Policy Administration, Social Work, and Educational Leadership, I am preparing myself to build these systems with both practical expertise and policy-level impact. My goal is not only to serve individuals in crisis, but to transform the structures that often fail them. Ultimately, I want to build a legacy of equity, compassion, and access. If I am successful, my work will not only change my own future but also create pathways for others to stay in school, heal, and thrive. In building these systems, I am also building a more stable future for my children and for communities like mine, where resilience should be supported, not constantly tested.

Returning to school has been one of the most meaningful yet challenging journeys of my life. As a single mother, I have had to navigate significant financial hardship, housing instability, caregiving responsibilities, and profound personal loss, all while continuing to pursue my graduate education and remain committed to my long-term academic and professional goals. One of the most difficult periods I experienced was being unhoused and having to move between several family homes in order to maintain stability for myself and my children. During that time, there was no consistent sense of security or routine, yet I continued my studies while also trying to meet the daily needs of my family. This experience tested every part of my resilience, as I was forced to balance survival, parenting, and academic responsibilities simultaneously. Eventually, I moved in with my parents, where my responsibilities shifted once again as I became a caregiver for both of them. My mother’s health had significantly declined, and she was diagnosed with renal, cardiac, and pulmonary failure. Taking care of her required constant attention, coordination of medical care, emotional support, and presence during some of the most difficult moments of her illness. At the same time, I was still raising my own children and continuing my academic work. This dual role of caregiver and mother, while also being a student, required me to operate in a constant state of emotional and physical endurance. Despite these challenges, I remained committed to my education because it represented more than a personal goal. It became a foundation of stability and hope. Education was something that could not be taken away from me, even in the midst of instability and uncertainty. It became my anchor during some of the most difficult moments of my life. This past June, I experienced an unimaginable loss when my mother passed away. Her death has been one of the most painful experiences I have endured. Grieving while continuing to fulfill academic, professional, and family responsibilities has required a level of strength that I continue to develop each day. My mother’s life and resilience continue to inspire me, and I carry her memory with me as I move forward in my educational journey. Through being unhoused, becoming a caregiver, and experiencing the loss of my mother, I have learned the depth of perseverance, responsibility, and purpose. These challenges have not deterred me from returning to school, instead, they have strengthened my commitment to complete my education. They have also deepened my desire to use my degree to advocate for others who are facing housing insecurity, caregiving burdens, and systemic barriers to educational access. Returning to school has not simply been about academic achievement. It has been about survival, healing, and transformation. Despite everything I have faced, I remain dedicated to continuing my education and honoring my mother’s legacy through the work I aspire to do in my field.

I am uniquely deserving of this award because my journey toward higher education has been shaped not only by ambition, but by resilience, perseverance, and an unwavering commitment to creating meaningful change in the lives of others. As a single mother, I have faced significant financial, personal, and systemic challenges while striving to build a stable future for my children and myself. Despite already earning a graduate degree and developing a strong professional background in education and community work, there was a period in my life when I found myself living in my car while raising my children on my own. That experience fundamentally changed the way I view education, service, and leadership. During one of the most difficult moments of my life, I realized that although circumstances could take away stability, housing, and financial security, no one could take away my education, my knowledge, or my ability to serve others. What I had learned through years of study and professional experience became my foundation for survival, empowerment, and hope. Rather than allowing adversity to define me, I chose to let it strengthen my purpose. My “why” for pursuing higher education is deeply personal. Education has never represented status or achievement alone. It represents transformation, advocacy, and the opportunity to create systems that better support individuals and families facing hardship. My experiences exposed me to the realities of systemic inequities that impact single mothers, students, and underserved communities. I witnessed firsthand how difficult it can be to access resources, stability, and opportunities even when someone is highly educated, hardworking, and committed to improving their circumstances. These experiences reignited my passion for education and inspired me to pursue doctoral studies in Public Policy Administration, Social Work, and Educational Leadership. My goal is to bridge the gaps between education, policy, and community well-being by creating programs and initiatives that promote equity, mental health support, educational access, and long-term stability for vulnerable populations. I aspire to use both my lived experiences and professional expertise to advocate for systems that are more compassionate, inclusive, and responsive to the realities people face every day. As both a mother and a professional, I want my children and the communities I serve to see that adversity does not have to determine a person’s future. This award would not only support my educational journey but also strengthen my ability to continue serving others through leadership, advocacy, and meaningful change. My journey has taught me resilience, empathy, and purpose, and I am committed to using those qualities to positively impact the lives of others through education and public service.

Growing up as the daughter of a brilliant woman who was diagnosed later in life with Bipolar I disorder, I have witnessed firsthand the profound impact that mental health can have on individuals, families, and entire communities. For many years, my mother navigated life without the understanding, treatment, and/or support she truly deserved. Watching her struggle helped me recognize how untreated mental health conditions can affect not only the person experiencing them, but also the emotional well-being, relationships, and stability of everyone around them. At the same time, her resilience taught me the importance of empathy, advocacy, and access to mental health resources. As a student, mental health is deeply important to me because emotional well-being directly influences every aspect of a person’s life, including academic success, confidence, relationships, and personal growth. Students are often expected to perform at high levels while balancing academic pressure, financial stress, family responsibilities, and uncertainty about the future. Without proper mental health support, these challenges can become overwhelming and prevent students from reaching their full potential. I believe and know that students thrive best in environments where they feel safe, heard, and supported not only academically, but emotionally as well. Mental health should never be treated as secondary to education because the two are closely connected. My personal experiences have inspired me to advocate for mental health within my school, home, and community. I strive to create spaces where people feel comfortable discussing emotional struggles without fear of judgment or shame. I advocate by leading with compassion, actively listening to others, and encouraging open conversations about mental health and self-care. In educational settings, I promote the importance of supportive environments where students can seek help when needed and feel empowered to prioritize their well-being. I also try to support others by reminding them that asking for help is not a weakness, but rather a courageous and necessary step toward healing and growth. Additionally, I believe advocacy begins with awareness and understanding. Many individuals suffer in silence because of stigma or lack of information surrounding mental health conditions. By sharing my perspective and experiences, I hope to help normalize conversations about mental health and remind others that seeking support is a sign of strength, not weakness. My mother’s journey has shaped the way I see the world and strengthened my commitment to fostering empathy, understanding, and mental health awareness in every community I am part of.

My journey as a single mother pursuing higher education has not been linear or easy; it has been raw, unexpected, and, at times, overwhelming yet deeply purposeful. I became pregnant at 27 under circumstances that, I did not expect. I had been told by doctors that I might never be able to have children, and I was taking precautions. Still, I found myself in a high-risk pregnancy. In the process of forming a family, I experienced both loss and miracle: I lost a second pregnancy, underwent chemotherapy, and, against all odds, conceived my second child. Those experiences grounded me and reshaped how I understand perseverance and purpose. Not long after, I became a single mother (financially, physically, and emotionally). My children’s father struggled with substance use and ultimately chose a different path. At the same time, my support system was limited. My mother was on dialysis, my father worked constantly, and my siblings live all over the world. The friends I once had disappeared, and I found myself navigating motherhood largely on my own. Despite having already completed a master’s degree in education and having had opportunities to travel and work internationally, I found myself in a very vulnerable position. At one point, I was at risk of living in my car with my two children. It was a sobering experience that showed me how quickly stability can disappear. In the middle of that reality, I made a decision that defines me to this day: while still breastfeeding, I began my doctoral studies at the University of Puerto Rico, Río Piedras campus, in a combined PhD/EdD program in Administration, Public Policy, Social Work, and Educational Leadership. I have always believed that education is a pathway to well-being and transformation, not just for individuals, but for families and communities. What followed required endurance. I worked three jobs while raising my children and caring for my mother until her passing last year. I paid for my doctoral studies out-of-pocket to avoid debt in an already fragile situation. After years of sacrifice, I reached the point of being ready to defend my dissertation. At that moment, I encountered a barrier outside my control as there were no available faculty members to direct my dissertation. After years of waiting, I was told that I would have to restart the program because too much time had passed. That experience was devastating. After continuing to advocate for myself without resolution, I decided to continue my doctoral journey at Gwynedd Mercy University. I am proud to be the first Puerto Rican residing in Puerto Rico to participate in their doctoral remote program, reflecting representation and access. The institution has been supportive, but the financial burden has been significant. My children and I have had to move from one family member’s home to another without long-term stability. Still, I remain committed to finishing what I started. My work is rooted in the belief that education can transform lives, especially for those navigating trauma and instability. Completing this degree is not only about personal achievement but about creating stability for my children and supporting others in doing the same. This scholarship would be life-changing. It would allow me to complete my degree, reduce financial pressure, and move toward securing a safe and stable home for my family. More importantly, it would allow me to continue supporting others in navigating similar challenges. My path has been difficult, but it has also been meaningful. I am committed to seeing it through for myself, for my children, and for the communities I hope to continue serving.

My journey as a single mother pursuing higher education has not been linear or easy; it has been raw, unexpected, and, at times, overwhelming yet deeply purposeful. I became pregnant at 27 under circumstances that, I did not expect. I had been told by doctors that I might never be able to have children, and I was taking precautions. Still, I found myself in a high-risk pregnancy. In the process of forming a family, I experienced both loss and miracle: I lost a second pregnancy, underwent chemotherapy, and, against all odds, conceived my second child. Those experiences grounded me and reshaped how I understand perseverance and purpose. Not long after, I became a single mother (financially, physically, and emotionally). My children’s father struggled with substance use and ultimately chose a different path. At the same time, my support system was limited. My mother was on dialysis, my father worked constantly, and my siblings live all over the world. The friends I once had disappeared, and I found myself navigating motherhood largely on my own. Despite having already completed a master’s degree in education and having had opportunities to travel and work internationally, I found myself in a very vulnerable position. At one point, I was at risk of living in my car with my two children. It was a sobering experience that showed me how quickly stability can disappear. In the middle of that reality, I made a decision that defines me to this day: while still breastfeeding, I began my doctoral studies at the University of Puerto Rico, Río Piedras campus, in a combined PhD/EdD program in Administration, Public Policy, Social Work, and Educational Leadership. I have always believed that education is a pathway to well-being and transformation, not just for individuals, but for families and communities. What followed required endurance. I worked three jobs while raising my children and caring for my mother until her passing last year. I paid for my doctoral studies out-of-pocket to avoid debt in an already fragile situation. After years of sacrifice, I reached the point of being ready to defend my dissertation. At that moment, I encountered a barrier outside my control as there were no available faculty members to direct my dissertation. After years of waiting, I was told that I would have to restart the program because too much time had passed. That experience was devastating. After continuing to advocate for myself without resolution, I decided to continue my doctoral journey at Gwynedd Mercy University. I am proud to be the first Puerto Rican residing in Puerto Rico to participate in their doctoral remote program, reflecting representation and access. The institution has been supportive, but the financial burden has been significant. My children and I have had to move from one family member’s home to another without long-term stability. Still, I remain committed to finishing what I started. My work is rooted in the belief that education can transform lives, especially for those navigating trauma and instability. Completing this degree is not only about personal achievement but about creating stability for my children and supporting others in doing the same. This scholarship would be life-changing. It would allow me to complete my degree, reduce financial pressure, and move toward securing a safe and stable home for my family. More importantly, it would allow me to continue supporting others in navigating similar challenges. My path has been difficult, but it has also been meaningful. I am committed to seeing it through for myself, for my children, and for the communities I hope to continue serving.

My journey as a single mother pursuing higher education has not been linear or easy; it has been raw, unexpected, and, at times, overwhelming yet deeply purposeful. I became pregnant at 27 under circumstances that, I did not expect. I had been told by doctors that I might never be able to have children, and I was taking precautions. Still, I found myself in a high-risk pregnancy. In the process of forming a family, I experienced both loss and miracle: I lost a second pregnancy, underwent chemotherapy, and, against all odds, conceived my second child. Those experiences grounded me and reshaped how I understand perseverance and purpose. Not long after, I became a single mother (financially, physically, and emotionally). My children’s father struggled with substance use and ultimately chose a different path. At the same time, my support system was limited. My mother was on dialysis, my father worked constantly, and my siblings live all over the world. The friends I once had disappeared, and I found myself navigating motherhood largely on my own. Despite having already completed a master’s degree in education and having had opportunities to travel and work internationally, I found myself in a very vulnerable position. At one point, I was at risk of living in my car with my two children. It was a sobering experience that showed me how quickly stability can disappear. In the middle of that reality, I made a decision that defines me to this day: while still breastfeeding, I began my doctoral studies at the University of Puerto Rico, Río Piedras campus, in a combined PhD/EdD program in Administration, Public Policy, Social Work, and Educational Leadership. I have always believed that education is a pathway to well-being and transformation, not just for individuals, but for families and communities. What followed required endurance. I worked three jobs while raising my children and caring for my mother until her passing last year. I paid for my doctoral studies out-of-pocket to avoid debt in an already fragile situation. After years of sacrifice, I reached the point of being ready to defend my dissertation. At that moment, I encountered a barrier outside my control as there were no available faculty members to direct my dissertation. After years of waiting, I was told that I would have to restart the program because too much time had passed. That experience was devastating. After continuing to advocate for myself without resolution, I decided to continue my doctoral journey at Gwynedd Mercy University. I am proud to be the first Puerto Rican residing in Puerto Rico to participate in their doctoral remote program, reflecting representation and access. The institution has been supportive, but the financial burden has been significant. My children and I have had to move from one family member’s home to another without long-term stability. Still, I remain committed to finishing what I started. My work is rooted in the belief that education can transform lives, especially for those navigating trauma and instability. Completing this degree is not only about personal achievement but about creating stability for my children and supporting others in doing the same. This scholarship would be life-changing. It would allow me to complete my degree, reduce financial pressure, and move toward securing a safe and stable home for my family. More importantly, it would allow me to continue supporting others in navigating similar challenges. My path has been difficult, but it has also been meaningful. I am committed to seeing it through for myself, for my children, and for the communities I hope to continue serving.

My journey as a single mother pursuing higher education has not been linear or easy; it has been raw, unexpected, and, at times, overwhelming yet deeply purposeful. I became pregnant at 27 under circumstances that, I did not expect. I had been told by doctors that I might never be able to have children, and I was taking precautions. Still, I found myself in a high-risk pregnancy. In the process of forming a family, I experienced both loss and miracle: I lost a second pregnancy, underwent chemotherapy, and, against all odds, conceived my second child. Those experiences grounded me and reshaped how I understand perseverance and purpose. Not long after, I became a single mother (financially, physically, and emotionally). My children’s father struggled with substance use and ultimately chose a different path. At the same time, my support system was limited. My mother was on dialysis, my father worked constantly, and my siblings live all over the world. The friends I once had disappeared, and I found myself navigating motherhood largely on my own. Despite having already completed a master’s degree in education and having had opportunities to travel and work internationally, I found myself in a very vulnerable position. At one point, I was at risk of living in my car with my two children. It was a sobering experience that showed me how quickly stability can disappear. In the middle of that reality, I made a decision that defines me to this day: while still breastfeeding, I began my doctoral studies at the University of Puerto Rico, Río Piedras campus, in a combined PhD/EdD program in Administration, Public Policy, Social Work, and Educational Leadership. I have always believed that education is a pathway to well-being and transformation, not just for individuals, but for families and communities. What followed required endurance. I worked three jobs while raising my children and caring for my mother until her passing last year. I paid for my doctoral studies out-of-pocket to avoid debt in an already fragile situation. After years of sacrifice, I reached the point of being ready to defend my dissertation. At that moment, I encountered a barrier outside my control as there were no available faculty members to direct my dissertation. After years of waiting, I was told that I would have to restart the program because too much time had passed. That experience was devastating. After continuing to advocate for myself without resolution, I decided to continue my doctoral journey at Gwynedd Mercy University. I am proud to be the first Puerto Rican residing in Puerto Rico to participate in their doctoral remote program, reflecting representation and access. The institution has been supportive, but the financial burden has been significant. My children and I have had to move from one family member’s home to another without long-term stability. Still, I remain committed to finishing what I started. My work is rooted in the belief that education can transform lives, especially for those navigating trauma and instability. Completing this degree is not only about personal achievement but about creating stability for my children and supporting others in doing the same. This scholarship would be life-changing. It would allow me to complete my degree, reduce financial pressure, and move toward securing a safe and stable home for my family. More importantly, it would allow me to continue supporting others in navigating similar challenges. My path has been difficult, but it has also been meaningful. I am committed to seeing it through for myself, for my children, and for the communities I hope to continue serving.