I loved ringing my tiny bell. While I typically taught my stuffed animals to spell or draw, I occasionally rang the bell when they gained recess privileges. Today, the bell, now rusty and sticky, sits on my desk, reminding me of those first moments that ignited my love for teaching. Throughout high school, I have been committed to improving access to education and resources in my community, focusing on literacy. Through my experience volunteering at The Road Home with primarily Spanish-speaking children, I have witnessed the disparities in educational access. Many of the children struggle to read in Spanish, let alone English, and their reading levels often fall behind those of their white counterparts. The excitement on their faces when they receive new books and I spend time reading to them in Spanish is a powerful reminder of how important access to literature is for children, especially those who face barriers to learning. Their reactions opened my eyes to how small acts of service could matter. I walked away from every session feeling more grounded, more aware of the privileges of my own education, and more determined to act with purpose. This experience has reinforced my belief that early literacy is critical for academic success, and I am proud that my initiative has helped provide resources to support their growth. However, I also recognized that this effort could only do so much, as the underlying issue of educational inequity, such as the lack of bilingual teachers and resources, persists. Today, it faces even greater threats. Recent political efforts to defund the Department of Education are not just a bureaucratic shift but a direct attack on students who already face the most barriers. Children from low-income backgrounds, English learners, and students with disabilities rely on the protections and resources the Department provides. Without Title I funding, schools in underserved communities lose essential support. Without oversight, civil rights violations go unchecked. Without regulations, early literacy programs like the one I helped supplement will disappear. I have seen the consequences of educational inequity. I have watched kids fall behind not because they lack ability but because they lack books, adequate nutrition, or someone to support them. I have led writing workshops, worked in after-school programs, and tutored students in subjects that frustrated them—always returning to the same truth: children thrive when we meet them with patience, resources, and affection. We need leaders who understand this. We need policies that expand opportunity, not erase it. As I prepare to study education in college, I envision classrooms where every child feels inspired to learn and empowered to succeed. The bell on my desk reminds me where that vision began. Nevertheless, the resilient, imaginative, and potential-rich students I have met remind me why I must keep fighting for it.